Implementing inquiry-based learning in Second Language Teacher Education (SLTE): A case study of student teachers’ experiences

Abstract

The aims of this case study are to explore the student teachers’ (STs’) learning experiences in learning to teach in Second Language Teacher Education (SLTE) programme and to examine how inquiry approach help them to learn to teach. A number of 36 STs doing TESL (Teaching English as a Second Language) programme in a university was selected as participants. The methodology used is mixed-method. This article is a partial report from a whole research which utilizes questionnaire and interview schedule for instrumentations. Descriptive statistics is used to analyse the first and second part of the research questions, using means and standard deviation. Data from interview was analysed using narrative summary and analytical model by Powell, et al. (2003). Inquiry-based learning (IBL) is chosen in this study due to beneficial outcomes from various research. The findings reveal strong influences of IBL in STs’ learning experiences especially in their pedagogical content knowledge courses as well as encouraging STs to become reflective problem solvers in examining their own understanding in teaching and learning.