This paper presents the findings of a study that explored the link between teachers’ views on the challenges to inquiry-based science teaching (IBST) practice in the chemistry classroom and their need for professional development. The study used a multiple case study design and collected data using interviews. Participants were purposively selected. In all, eight chemistry teachers in six schools participated in the study. Five out of six cases we studied reported that the challenges the schools faced impeded the implementation of IBST. These challenges included lack of awareness of the IBST strategy, limited laboratory facilities and equipment, insufficient textbooks and overcrowded classes. In all, the views of teachers from the six cases suggested that, before embarking on the implementation of inquiry-based science teaching, it is vital to first consider a given school’s teaching and learning resources, teacher capacity and motivation as essential factors that support the effective implementation of such innovation. Teachers’ voices in all six cases also suggested that IBST implementation requires teacher development that focuses on their actual teaching needs and contextual challenges to optimise innovation outcomes. Three relationships between school implementation context and preferred professional development initiatives emerged. Teachers in private schools with or without resources and independent of class sizes require government-initiated and expert-led provision. Teachers at government schools with limited resources and large classes suggest expert-led workshops with a focus on sharing experiences during the workshops and on return to school. Teachers at government schools with previous access to centralised professional development and sufficient school resources (including improvised materials) indicate the need for in-school support from a professional learning community to strengthen the implementation of IBST.

本文介绍了一项研究的发现，该发现探讨了教师对化学课堂中基于查询的科学教学（IBST）实践所面临的挑战与他们对专业发展的需求之间的联系。该研究采用了多案例研究设计，并通过访谈收集了数据。目的是选择参与者。总共有六所学校的八名化学老师参加了这项研究。我们研究的六个案例中有五个报告称，学校面临的挑战阻碍了IBST的实施。这些挑战包括缺乏对IBST战略的认识，实验室设施和设备有限，教科书不足和班级拥挤。总体而言，这六个案例的教师意见表明，在着手实施探究式科学教学之前，首先，必须考虑给定学校的教学资源，教师能力和动力，这是支持有效实施此类创新的必要因素。在所有六个案例中，教师的声音还表明，实施IBST要求教师发展，重点是他们的实际教学需求和环境挑战，以优化创新成果。在学校实施环境与首选专业发展计划之间出现了三种关系。有或没有资源且不依赖班级规模的私立学校中的教师需要政府提供的，由专家主导的经费。资源有限且班级众多的公立学校的老师建议由专家主持的研讨会，重点是在研讨会期间和返回学校时分享经验。