How pre-service teachers change their view of forms of inquiry after participating in an inquiry-based practicum.

This study explores how pre-service teachers understand inquiry before and after an inquiry-based practicum and identify which key learning experiences (KLEs) were conducive to inquiry. A survey (n = 57) and a semistructured interview (n = 23) were conducted. Results showed that pre-service teachers' forms of inquiry increased in frequency and complexity after the practicum. The KLE that made their understanding of inquiry more complex was the systematization of the inquiry process into distinct phases. This study reinforces the need to implement an inquiry-based practicum in pre-service teacher training and provides guidance on which learning activities should be prioritized during the practicum. • Learning new forms of inquiry before and after inquiry-based practicum was explored. • A survey and interview were used to measure pre-service teachers' representations of inquiry. • Learning experiences that promote a more complex view of inquiry processes were explored. • The inquiry-based practicum allows pre-service teachers to incorporate new inquiry forms into their practice. • Participants who learned new forms of inquiry were aware of the systematic inquiry process they used. [ABSTRACT FROM AUTHOR]