Analysis of the teachers' role in the development of inquiry-based activities in the practicum of Primary Education

In this work we examine the role played by three trainee teachers during the implementation of inquiry-based activity in primary and how this role influences their development. To do so, the video recording of all their activities are analyzed, using a categories system which takes into account: the didactic phases (such as observation or hypothesis), communication skills (such as descriptions or questions), and who play the action (teacher or student). The results show that these trainee teacher encounter difficulties associated with aspects of: 1) structuring the didactic sequences; 2) raising questions; and/or 3) establishing final conclusions that involved a synthesis of the addressed concepts.