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Inquiry-based teaching is widely discussed in science education research and several approaches have been presented to support its effectiveness. Inquiry-based teaching approach is an umbrella term that covers various constructivist approaches to teaching and learning, emphasizing students’ active role in learning practices such as making observations and drawing on them to make conclusions (Crawford, 2014). Inquiry is reviewed as a successful teaching approach if extensive scaffolding is provided for student learning (Bennett, Lubben, & Hogharth, 2006; Hmelo-Silver, Duncan, & Chinn, 2007). However, there is still a need to develop supporting methods and models to strengthen the use of inquiry-based approaches in science teaching at school (Ireland, Watters, Brownlee, & Lupton, 2014). School is a communal working organization, and for the teachers collaborative competency is one of the key components in their expertise. Also, collaboration is an important aspect in teacher education, helping students to learn about successful teaching, as well as acquiring team teaching abilities (Graham, 2006; Kervinen et al., 2016). However, collaboration is a widely defined concept, including varying groups and teams of teachers and schools working together, which makes it challenging to study in educational research. This research studied Finnish pre-service and in-service teachers’ experiences of inquiry-based science teaching in primary education during a collaborative teaching project. Secondly, it was examined, how pre-service and in-service teachers experienced their collaboration, when working in teams. The research was part of a Finnish national development Sari Havu-Nuutinen University of Eastern Finland, Finland Anttoni Kervinen, Anna Uitto, Aulikki Laine University of Helsinki, Finland Anniina Koliseva, Lassi Pyykkö University of Jyväskylä, Finland Pentti Impiö, Tiina Aittola Kokkola University Consortium Chydenius, Finland Abstract. This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 inservice class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquirybased science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers’ professional development and in-service teachers’ expertise and the model successfully support the use of inquiry-based practices in primary school science education.

PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL