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

The aims of this study are to explore the learning experiences of student teachers (STs) in learning to teach and to examine how inquiry strategies help STs in learning. 32 STs in TESL (Teaching English as a Second Language) programme were selected as participants. A qualitative research design was utilized to analyse data from interview, observation and document analysis. Data were analysed using percentage, frequencies and analytical model by Powell et al. (2003). Inquiry-based learning (IBL) approach is chosen in this study due to the strong educational theoretical support and beneficial outcomes from research. The findings reveal strong influences of IBL in assisting STs in learning to teach especially in their pedagogical content knowledge courses. The results indicate that inquiry approach should be implemented in SLTE curriculum to produce reflective teachers and problem solvers.