From training to practice: the lasting effects of IBSE on physics teachers’ professional development and classroom practices

Abstract This study explores the long-term impact of inquiry-based science education (IBSE) training on teacher professional development and classroom practices, focusing on two experienced educators who participated in the Teaching Enquiry with Mysteries Incorporated (TEMI) training program a decade ago. A qualitative case study approach was adopted, combining semi-structured interviews, classroom observations, and teacher self-assessments. Data were analysed to compare the adoption of IBSE, challenges faced, and professional growth achieved by both teachers. Initially skeptical, teacher A gradually integrated IBSE, transforming her teaching into a student-centred approach. Despite challenges in adapting her methods and managing time constraints, she observed increased student engagement and conceptual understanding. Teacher B, enthusiastic from the outset, implemented IBSE rapidly, emphasizing laboratory-based and interdisciplinary learning. She faced logistical challenges but achieved significant improvements in student curiosity and problem-solving skills. Though their journeys differed, both teachers experienced professional growth and enhanced student engagement through IBSE. Teacher A’s gradual adoption reflects the value of persistence, while teacher B’s enthusiasm highlights the benefits of early integration. This study demonstrates the transformative potential of long-term professional development in fostering innovative, inquiry-based teaching practices.