Inquiry-based teaching is widely discussed in science education research and several approaches have been presented to support its effectiveness. Inquiry-based teaching approach is an umbrella term that covers various constructivist approaches to teaching and learning, emphasizing students’ active role in learning practices such as making observations and drawing on them to make conclusions (Crawford, 2014). Inquiry is reviewed as a successful teaching approach if extensive scaffolding is provided for student learning (Bennett, Lubben, & Hogharth, 2006; Hmelo-Silver, Duncan, & Chinn, 2007). However, there is still a need to develop supporting methods and models to strengthen the use of inquiry-based approaches in science teaching at school (Ireland, Watters, Brownlee, & Lupton, 2014). School is a communal working organization, and for the teachers collaborative competency is one of the key components in their expertise. Also, collaboration is an important aspect in teacher education, helping students to learn about successful teaching, as well as acquiring team teaching abilities (Graham, 2006; Kervinen et al., 2016). However, collaboration is a widely defined concept, including varying groups and teams of teachers and schools working together, which makes it challenging to study in educational research. This research studied Finnish pre-service and in-service teachers’ experiences of inquiry-based science teaching in primary education during a collaborative teaching project. Secondly, it was examined, how pre-service and in-service teachers experienced their collaboration, when working in teams. The research was part of a Finnish national development Sari Havu-Nuutinen University of Eastern Finland, Finland Anttoni Kervinen, Anna Uitto, Aulikki Laine University of Helsinki, Finland Anniina Koliseva, Lassi Pyykkö University of Jyväskylä, Finland Pentti Impiö, Tiina Aittola Kokkola University Consortium Chydenius, Finland Abstract. This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 inservice class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquirybased science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers’ professional development and in-service teachers’ expertise and the model successfully support the use of inquiry-based practices in primary school science education.

中文翻译：

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职前和在职教师的探究式基础科学教学经验：协作式团队教学模式

探究式教学在科学教育研究中被广泛讨论，并且已经提出了几种方法来支持其有效性。探究式教学法是一个总称，涵盖了各种建构主义的教与学方法，强调学生在学习实践中的积极作用，例如观察并得出结论（Crawford，2014）。如果为学生学习提供了广泛的支架，探究被认为是一种成功的教学方法（Bennett, Lubben, & Hogharth, 2006; Hmelo-Silver, Duncan, & Chinn, 2007）。然而，仍然需要开发支持方法和模型，以加强基于探究的方法在学校科学教学中的使用（Ireland, Watters, Brownlee, & Lupton, 2014）。学校是一个社区工作组织，对于教师而言，协作能力是他们专业知识的关键组成部分之一。此外，协作是教师教育的一个重要方面，可帮助学生了解成功的教学，并获得团队教学能力（Graham，2006；Kervinen 等，2016）。然而，协作是一个广泛定义的概念，包括不同的教师和学校团队和团队一起工作，这使得在教育研究中学习具有挑战性。本研究通过合作教学项目研究了芬兰职前和在职教师在小学教育中进行探究式科​​学教学的经验。其次，研究了职前和在职教师在团队合作时如何体验他们的合作。该研究是芬兰国家发展 Sari Havu-Nuutinen 大学的一部分，芬兰 Anttoni Kervinen，Anna Uitto，Aulikki Laine 赫尔辛基大学，芬兰 Anniina Koliseva，Lassi Pyykkö 于韦斯屈莱大学，芬兰 Pentti Impiö，Tiina Aittola Kokkola 大学Chydenius，芬兰摘要。本研究阐明了协作团队教学模式 (CTTM) 如何在小学使用探究式科学教学支持职前和在职教师的专业发展。这些数据是在芬兰四个城市的公立学校实施调查项目后通过基于问卷的调查方法收集的。共有98名职前教师和51名在职班主任参与了研究。根据他们的经验，团队合作教学被视为小学科学课的一种适当的教学方法。在职和职前教师都热情地体验了探究式科学教学，并在学校项目中获得了开展探究的新思想、新知识和新技能。此外，他们变得更有信心在教学中使用基于探究的方法。研究结果表明，CTTM 结合了职前教师的专业发展和在职教师的专业知识，该模型成功地支持了在小学科学教育中使用探究式实践。在学校项目期间进行调查的知识和技能。此外，他们变得更有信心在教学中使用基于探究的方法。研究结果表明，CTTM 结合了职前教师的专业发展和在职教师的专业知识，该模型成功地支持了在小学科学教育中使用探究式实践。在学校项目期间进行调查的知识和技能。此外，他们变得更有信心在教学中使用基于探究的方法。研究结果表明，CTTM 结合了职前教师的专业发展和在职教师的专业知识，该模型成功地支持了在小学科学教育中使用探究式实践。