Views on Inquiry-based Chemistry Teaching Practice: Linking Contextual Challenges and Specific Professional Development Needs in Some Tanzanian Schools. Issue 3 (1st September 2020)

• Record Type: Journal Article
• Authors: Luvanga, Baraka Gaitan; Mkimbili, Selina Thomas
• Is Part Of: African journal of research in mathematics, science and technology education. Volume 24:Issue 3(2020)
• Page Start: 400
• Page End: 410
• Publication Date: 2020-09-01
• Subjects: inquiry -based science teaching -- professional development -- Chemistry; Science -- Study and teaching (Secondary) -- Africa, Southern -- Periodicals; Technology -- Study and teaching (Secondary) -- Africa, Southern -- Periodicals; Curriculum planning -- Africa, Southern -- Periodicals; Teaching -- Periodicals; Periodicals; 507.1268
• DOI: 10.1080/18117295.2020.1843259
• Languages: English
• ISSNs: 1811-7295

Abstract

Abstract : This paper presents the findings of a study that explored the link between teachers' views on the challenges to inquiry-based science teaching (IBST) practice in the chemistry classroom and their need for professional development. The study used a multiple case study design and collected data using interviews. Participants were purposively selected. In all, eight chemistry teachers in six schools participated in the study. Five out of six cases we studied reported that the challenges the schools faced impeded the implementation of IBST. These challenges included lack of awareness of the IBST strategy, limited laboratory facilities and equipment, insufficient textbooks and overcrowded classes. In all, the views of teachers from the six cases suggested that, before embarking on the implementation of inquiry-based science teaching, it is vital to first consider a given school's teaching and learning resources, teacher capacity and motivation as essential factors that support the effective implementation of such innovation. Teachers' voices in all six cases also suggested that IBST implementation requires teacher development that focuses on their actual teaching needs and contextual challenges to optimise innovation outcomes. Three relationships between school implementation context and preferred professional development initiatives emerged. Teachers in private schools with or without resources and independent of class sizes require government-initiated and expert-led provision. Teachers at government schools with limited resources and large classes suggest expert-led workshops with a focus on sharing experiences during the workshops and on return to school. Teachers at government schools with previous access to centralised professional development and sufficient school resources (including improvised materials) indicate the need for in-school support from a professional learning community to strengthen the implementation of IBST.