Document Type

Article

Journal/Book Title/Conference

Canadian Journal of Science, Mathematics and Technology Education

Author ORCID Identifier

Tye Campbell http://orcid.org/0000-0001-7827-8430

Publisher

Springer

Publication Date

1-8-2024

Journal Article Version

Accepted Manuscript

First Page

1

Last Page

33

Abstract

Over the past several decades, policymakers, researchers, and practitioners have placed an emphasis on inquiry-based science and mathematics instruction in elementary school. While inquiry-based science and mathematics instruction can support student learning and engagement, teacher preparation programs have experienced challenges in preparing elementary teachers to use and maintain inquiry-based teaching practices. In this study, we describe how one teacher preparation program in Canada partnered with a local elementary school to design a novel initiative that provided elementary preservice teachers with authentic opportunities to employ inquiry-based instructional practices for science and mathematics. Using a thematic approach, we explored 46 elementary preservice teachers’ beliefs, emotions, and feelings about the initiative and its impact on their future careers as teachers. We found preservice teachers were enthusiastic about the initiative and believed it had a positive impact on their future as teachers. The findings suggest implications for programmatic design in elementary teacher preparation programs.

Comments

This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s42330-023-00303-z

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Available for download on Wednesday, January 08, 2025

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