1. Findings and Discussion
The quantitative-qualitative data, from three stances; (questionnaire, student teachers’ and teachers’ interviews) generated invaluable findings as follows:
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2. Cans and Can’t in Inquiry
«Enacting inquiry is portrayed ‘as a promising activity in educating student teachers, but only when it is done in a purposeful, deliberate and reflective way, embedded in a program that highlights inquiry of teaching as a continuous part of practice.» (Dobber, Akkerman, Verloop, Vermunt, 2012)
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3. «According to Cochran-Smith and Lytle (1999), ‘teacher research’ incorporates all forms of practitioner inquiry that is systematic and deliberate aiming teacher’s critical self-study regarding the cases in all formal education settings and their programs.»
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4. 2. Student Teachers’ Awareness of Significance of Inquiry for Promoting Professional Development
«Located in teachers’ personal and professional lives, professional development is a serious business central to sustaining and promoting the quality of teachers.» (Day, 1999)
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5. Varying Perspectives on Collaborative and Individual Research
S9 said that: «I prefer collaborative work because the parts that you can’t see your group friends can and this is an important point regarding the reliability of the research.»
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6. Conclusion
That student teachers need to be involved in inquiry for the betterment of their career and professional development.
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7. Student teachers according to their point of view are mostly good at using research skills such as; interviewing, writing reports, referencing, using quotations, writing literature review etc.
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8. Student teachers need to improve their research skills further especially in gaining awareness of dealing with statistical data and analysis of interviews and questionnaires.
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9. By integrating more research courses, reconceptualizing the current curriculum is crucial for students’ provision of inquiry skills.
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10. As it is strongly supported in the literature by scholars like
Recommendations
As it is strongly supported in the
literature by scholars like
(Day1999, Cochran-Smith and
Lytle, 1999;Berger, Boles, and
Troen, 2005 Schulz and Mandzuk,
2005; Vander Linden et al., 2012)
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11. To equip prospective teachers with the necessary skills and dispositions to be able to make inquiries so as to improve their own practice and demonstrate continuous professional development has been one of the most significant points in teacher education agendas.
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12. Reconsideration of existing curriculum
Integrating more courses related to inquiry into curriculum
Increasing course contact hours
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13. Future Research
A further in depth study can be conducted in the whole programs in the faculty of education for the comprehensive examination of prospective student teachers’ inquiry skills.
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14. Prospective student teachers’ projects and research papers can also be examined to see their strengths and weaknesses in inquiry.
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15. THANKS A LOT FOR YOUR PARTICIPATION & ATTENTION...
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