Abstract
ABSTRACT Situated in the context of teacher education reform which vehemently emphasises inquiry-based science education, this study examined the conceptualisations and enactment of inquiry-based science education by a group of four pre-service teachers enrolled in a teacher professional development programme in India, using mixed-method research design. This study elucidates the tapestry of PSTs growth as inquiry-oriented science teachers during the field internship period. Several factors that are teacher-related, student-related, and classroom-related were identified in influencing pre-service teachers’ conceptualisation and enactment of scientific inquiry. It is advocated that to translate teacher education reform rhetoric to classroom practices, it is essential to develop a culture of inquiry in schools. Implications for pre-service teacher education programme are drawn.
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