Teacher Educators ' Conceptualisations and Practices towards Inquiry Based Science Teaching: a renew research framework.*

Abstract: Currently European teachers have to develop inquiry based science teaching [IBST] in order to enhance pupils ' learning and motivation towards scientific objects. Such teaching approaches are learning-focused, and appear more complex than content-centred methods. This paper focuses on 8 proficient science teachers who are involved both within professional networks and with part time in service teacher education about IBST. It aims to identify their conceptualisations and practices, and particularly about their way to cope with pupils ’ diversity. Key words: teacher development, teacher collaboration, teaching approaches, science education European science teachers are expected to implement inquiry based science teaching [IBST] in order to enhance pupils ' learning and motivation towards scientific objects (Rocard et al., 2007). Such teaching approaches which are learning-focused appear more complex than content-centred methods. In order to understand how teachers could master this complexity this paper focuses on 8 proficient teachers, who are involved within continuing professional development [CPD] program promoting teacher collaboration through exchanges amongst professional network and carrying out in-service teaching education sessions for colleagues. Their conceptions and practices will be compared to 4 ordinary science teachers ’ who could only apply on their own experience. 1. The lack of teacher confidence for IBST methods According to many European projects1, IBST approach combines four main specifications: • authentic and problem based learning activities where there may not be a correct answer • a certain amount of experimental procedures, experiments and "hands on " activities, including searching for information • self-regulated learning sequences where student autonomy is emphasised • discursive argumentation and communication with peers ("talking science")