Findings and Discussion The quantitativequalitative data from three

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Findings and Discussion • The quantitative-qualitative data, from three stances; (questionnaire, student teachers’ and

Findings and Discussion • The quantitative-qualitative data, from three stances; (questionnaire, student teachers’ and teachers’ interviews) generated invaluable findings as follows: B. S, January 2013

1. Cans and Can’t in Inquiry «Enacting inquiry is portrayed ‘as a promising activity

1. Cans and Can’t in Inquiry «Enacting inquiry is portrayed ‘as a promising activity in educating student teachers, but only when it is done in a purposeful, deliberate and reflective way, embedded in a program that highlights inquiry of teaching as a continuous part of practice. » (Dobber, Akkerman, Verloop, Vermunt, 2012) B. S, January 2013

• «According to Cochran-Smith and Lytle (1999), ‘teacher research’ incorporates all forms of

• «According to Cochran-Smith and Lytle (1999), ‘teacher research’ incorporates all forms of practitioner inquiry that is systematic and deliberate aiming teacher’s critical self-study regarding the cases in all formal education settings and their programs. » • B. S, January 2013

2. Student Teachers’ Awareness of Significance of Inquiry for Promoting Professional Development «Located in

2. Student Teachers’ Awareness of Significance of Inquiry for Promoting Professional Development «Located in teachers’ personal and professional lives, professional development is a serious business central to sustaining and promoting the quality of teachers. » (Day, 1999) B. S, January 2013

3. Varying Perspectives on Collaborative and Individual Research S 9 said that: «I prefer

3. Varying Perspectives on Collaborative and Individual Research S 9 said that: «I prefer collaborative work because the parts that you can’t see your group friends can and this is an important point regarding the reliability of the research. » B. S, January 2013

Conclusion • That student teachers need to be involved in inquiry for the betterment

Conclusion • That student teachers need to be involved in inquiry for the betterment of their career and professional development. B. S, January 2013

• Student teachers according to their point of view are mostly good at

• Student teachers according to their point of view are mostly good at using research skills such as; interviewing, writing reports, referencing, using quotations, writing literature review etc. B. S, January 2013

• Student teachers need to improve their research skills further especially in gaining

• Student teachers need to improve their research skills further especially in gaining awareness of dealing with statistical data and analysis of interviews and questionnaires. B. S, January 2013

• By integrating more research courses, reconceptualizing the current curriculum is crucial for

• By integrating more research courses, reconceptualizing the current curriculum is crucial for students’ provision of inquiry skills. B. S, January 2013

Recommendations As it is strongly supported in the literature by scholars like (Day 1999,

Recommendations As it is strongly supported in the literature by scholars like (Day 1999, Cochran-Smith and Lytle, 1999; Berger, Boles, and Troen, 2005 Schulz and Mandzuk, 2005; Vander Linden et al. , 2012) B. S, January 2013

• To equip prospective teachers with the necessary skills and dispositions to be

• To equip prospective teachers with the necessary skills and dispositions to be able to make inquiries so as to improve their own practice and demonstrate continuous professional development has been one of the most significant points in teacher education agendas. B. S, January 2013

• Reconsideration of existing curriculum » Integrating more courses related to inquiry into

• Reconsideration of existing curriculum » Integrating more courses related to inquiry into curriculum » Increasing course contact hours B. S, January 2013

Future Research • A further in depth study can be conducted in the whole

Future Research • A further in depth study can be conducted in the whole programs in the faculty of education for the comprehensive examination of prospective student teachers’ inquiry skills. B. S, January 2013

• Prospective student teachers’ projects and research papers can also be examined to

• Prospective student teachers’ projects and research papers can also be examined to see their strengths and weaknesses in inquiry. B. S, January 2013

THANKS A LOT FOR YOUR PARTICIPATION & ATTENTION. . . B. S, January 2013

THANKS A LOT FOR YOUR PARTICIPATION & ATTENTION. . . B. S, January 2013

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