The effect of inquiry-based teacher training on secondary school teachers’ pedagogic knowledge
Datos Bibliográficos
| ID | 22436976 |
|---|---|
| Autores | Fisseha Mikre Weldmeskel (0000-0001-7779-8354, Jimma University, autor de correspondencia) |
| Año | 2026 |
| Volumen | 5 |
| Número | 1 |
| Fecha de publicación | 2026-04-24 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Discover Education (JOURNAL) |
| Identificadores de la revista | ISSN: 2731-5525 • E-ISSN: 2731-5525 |
| Editorial | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s44217-026-01529-3 |
| OpenAlex | W7155491292 |
| Idioma | EN |
| Referencias citadas | 28 |
This study investigated the effect of the inquiry-based learning strategy on the pedagogical knowledge gains of in-service teacher trainees. Pedagogical knowledge acquired through professional development is significant in preparing competent teachers who can positively influence educational quality and student learning outcomes. As widely recognized by educators, inquiry-based learning is an active learning approach that enhances the quality of learning. It is a pedagogical approach designed to foster higher-order thinking and problem-solving skills. In this study, a quasi-experimental research design with pre-test and post-test measures of general pedagogy knowledge was employed. Two intact classes of teachers ( N = 56) participated in the study, with one class assigned as the intervention group ( n = 28) and the other as the comparison group ( n = 28). Data were collected using a survey questionnaire completed by the participating teachers and a pre-test consisting of 20 multiple-choice items assessing general pedagogical knowledge. After twenty-four hours of instruction on general pedagogy concepts, during which the inquiry-based learning method was applied to the intervention group, a post-test using the same 20 multiplechoice questions (MCQs) was administered. The results of the study showed a statistically significant gain in general pedagogical knowledge for the intervention group, with a small effect size (Cohen's d= 0.48). These findings imply that teacher education colleges and universities should consider integrating innovative instructional approaches, including inquiry-based learning, into professional development programs for in-service teachers as well as in the preparation of preservice teachers. Further research on the use of active learning strategies, including inquiry-based methods, is recommended.
Professional development · Teacher education · Teaching method · Education and Critical Thinking Development · Educational Methods and Outcomes · Science Education and Pedagogy
| Altamente citado | No |
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