The contribution of academic teachers to inquiry-based working in primary schools

Inquiry-based working of teachers is frequently mentioned as a promising approach, contributing to the quality of education. Several countries have therefore introduced academically oriented teacher education programmes where students learn to work inquiry-based. It is expected that graduates of these programmes will use their inquiry and research expertise, once they are employed in schools. However, little is known about the actual involvement of academic teachers in inquiry-based working. This dissertation investigated to what extent and how academically educated teachers contribute to inquiry-based working in their schools and how such a contribution may be encouraged. Two questionnaire studies were conducted. First, the inquiring attitudes of student teachers from academic programmes and regular programmes (N=260) were compared. Second, the extent to which graduates from both programmes (N=201) work inquiry-based, as well as influencing conditions, were investigated. Furthermore, interviews were conducted with 10 academic graduates and their school leaders during three subsequent years. Academic students had a more inquiring attitude than regular students and academic graduates used literature more often than graduates of the regular programme. However, although academic graduates felt more competent in inquiry-based working than regular graduates, no differences were found in their use of systematic reflection and conducting research. Academic graduates started contributing to inquiry-based working at the school level after some years of experience as a teacher. Having a role in a research group at school appeared to enhance such a contribution. The findings can be used to better prepare student-teachers and to stimulate teachers’ involvement in inquiry-based working.