The Use of Inquiry in the Development of Preservice Teacher Efficacy in Mathematics and Science

Preservice teachers enrolled in a two-part course entitled Investigations in Mathematics and Science (IMS) were provided inquiry-based mathematics and science instruction in order to develop both content and process skills. This investigation sought to determine the pedagogical nature of the course and the impact it had on its participants. Students and faculty were surveyed concerning inquiry-based instruction and self-efficacy beliefs. It was determined that the pedagogical focus of the course was indeed inquiry-based. In addition, preservice teacher efficacy improved significantly. Implications for teacher preparation programs are discussed.