The role of novice physical sciences teachers’ goals in the implementation of inquiry-based instruction
Research has extensively documented the benefits of inquiry-based science teaching, but less attention has been paid to how novice teachers’ personal teaching goals influence their implementation of this approach. This study aimed to explore novice physical sciences teachers’ goals to understand how...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2429364 |
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| _version_ | 1846159967389745152 |
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| author | Sebenzile Ngema Angela James Doras Sibanda |
| author_facet | Sebenzile Ngema Angela James Doras Sibanda |
| author_sort | Sebenzile Ngema |
| collection | DOAJ |
| description | Research has extensively documented the benefits of inquiry-based science teaching, but less attention has been paid to how novice teachers’ personal teaching goals influence their implementation of this approach. This study aimed to explore novice physical sciences teachers’ goals to understand how they relate to IBI implementation. This research focused on three novice physical sciences teachers, employing a qualitative, multiple-case study design. Data gathering methods included open-ended questionnaires administered at the beginning of the study, classroom observations conducted over two semesters, and in-depth-stimulated interviews to gain insight into teachers’ thinking about their goals and IBI implementation. The findings revealed a direct relationship between IBI and teachers’ goals during classroom practice. Physical sciences teachers rely more on traditional teaching methods and have difficulty incorporating IBI into their classrooms. The teacher with a guided inquiry goal implements IBI at a proficient level, and those with an active direct goal implement IBI at a developing inquiry level. The findings suggest successful IBI implementation depends on acknowledging and incorporating novice teachers’ goals in their developmental programmes. |
| format | Article |
| id | doaj-art-bbc88d1a5f0c47b49f394e7258ff5fcd |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-bbc88d1a5f0c47b49f394e7258ff5fcd2024-11-22T16:14:07ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2024.2429364The role of novice physical sciences teachers’ goals in the implementation of inquiry-based instructionSebenzile Ngema0Angela James1Doras Sibanda2School of Education, University of Kwazulu-Natal, Pinetown, South AfricaSchool of Education, University of Kwazulu-Natal, Pinetown, South AfricaSchool of Education, University of Kwazulu-Natal, Pinetown, South AfricaResearch has extensively documented the benefits of inquiry-based science teaching, but less attention has been paid to how novice teachers’ personal teaching goals influence their implementation of this approach. This study aimed to explore novice physical sciences teachers’ goals to understand how they relate to IBI implementation. This research focused on three novice physical sciences teachers, employing a qualitative, multiple-case study design. Data gathering methods included open-ended questionnaires administered at the beginning of the study, classroom observations conducted over two semesters, and in-depth-stimulated interviews to gain insight into teachers’ thinking about their goals and IBI implementation. The findings revealed a direct relationship between IBI and teachers’ goals during classroom practice. Physical sciences teachers rely more on traditional teaching methods and have difficulty incorporating IBI into their classrooms. The teacher with a guided inquiry goal implements IBI at a proficient level, and those with an active direct goal implement IBI at a developing inquiry level. The findings suggest successful IBI implementation depends on acknowledging and incorporating novice teachers’ goals in their developmental programmes.https://www.tandfonline.com/doi/10.1080/2331186X.2024.2429364Goal system theoryinquiry-based instructionnovice physical sciences teachersscience teacher goalssuperordinate goalChemistry |
| spellingShingle | Sebenzile Ngema Angela James Doras Sibanda The role of novice physical sciences teachers’ goals in the implementation of inquiry-based instruction Cogent Education Goal system theory inquiry-based instruction novice physical sciences teachers science teacher goals superordinate goal Chemistry |
| title | The role of novice physical sciences teachers’ goals in the implementation of inquiry-based instruction |
| title_full | The role of novice physical sciences teachers’ goals in the implementation of inquiry-based instruction |
| title_fullStr | The role of novice physical sciences teachers’ goals in the implementation of inquiry-based instruction |
| title_full_unstemmed | The role of novice physical sciences teachers’ goals in the implementation of inquiry-based instruction |
| title_short | The role of novice physical sciences teachers’ goals in the implementation of inquiry-based instruction |
| title_sort | role of novice physical sciences teachers goals in the implementation of inquiry based instruction |
| topic | Goal system theory inquiry-based instruction novice physical sciences teachers science teacher goals superordinate goal Chemistry |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2429364 |
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