Preservice secondary school teachers’ perceptions of inductive approaches to mathematics and foreign lauguages

Abstract

This article first explains the inductive approaches for the two different subject areas of mathematics and foreign languages. The authors then present preservice teachers' perceptions of inductive working methods in their respective fields. Today's Norwegian curricula emphasize the students' ability to question, inquire and experiment. Inquiry is a form of inductive work, and the authors see inductive work as highly relevant to the curriculum. Fourth-year preservice teachers in mathematics and foreign languages took part in a focus group interview, where the topic was the students' perceptions of inductive working methods in their particular subject. The students were training to teach grades 8-13. They had taken exams for at least 60 credits in each of either the two science or the two humanities/social sciences subjects. Prior to the interviews, the students had a joint training session on inductive work. The article presents a comparative case study of the two interviews. In particular, answers that were repeated in both groups, related to the advantages of inductive working methods, are discussed. The answers from both groups showed that the students believed that inductive working methods led to active students, in-depth learning and understanding. Also highlighted is one student who was critical of the question itself. The students were positive about trying such interdisciplinary work in their future jobs, but several of them foresaw challenges with this. A follow-up study in a few years could provide information on whether the students have been successful in introducing inductive teaching.