Teachers’ Views on Scientific Inquiry Teaching: Reflections from an E-Mentoring Professional Development Program
DOI:
https://doi.org/10.46328/ijonse.5623Keywords:
Scientific inquiry, Teachers’ view, E-mentoring, Interview tool development, Qualitative researchAbstract
This study explores teachers’ views on scientific inquiry-based teaching following their participation in an e-mentoring professional development program. Ten teachers from Western Anatolia (five science and five classroom teachers) were interviewed using a semi-structured protocol designed to investigate their experiences, challenges, and reflections on implementing inquiry in the classroom. The interview tool, developed through expert feedback and pilot testing, included eight open-ended questions with follow-up prompts to elicit in-depth responses. Data were collected via online interviews, transcribed, and analyzed using MAXQDA. Findings indicate that teachers valued scientific inquiry for its potential to promote student curiosity, engagement, and critical thinking. However, they reported significant barriers, including time constraints, limited resources, and the need for sustained professional support. Teachers also highlighted the importance of creating a supportive classroom climate and redefining their instructional roles within inquiry-based lessons. The study underscores the value of tailored professional development initiatives that address teachers’ specific contexts and needs. Recommendations include the integration of interactive reflection tools, structured peer collaboration, and ongoing mentorship to strengthen teachers’ confidence and competence in scientific inquiry pedagogy.
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