Inquiry based learning: Exploring elementary years teacher candidate experiences in the University of Northern British Columbia bachelor of education degree program

This qualitative study explored the learning experiences of Elementary Years teacher candidates in the Bachelor of Education program at the University of Northern British Columbia. Within the theoretical framework of Spirals of Inquiry (Halbert & Kaser, 2015), the main goal of the study was to answer the research question, “In what ways does embedding Inquiry-Based Learning into the UNBC teacher education program affect the Elementary Years teacher candidate experience?”. Using the extant professional literature, I made the argument for researching this topic and laid a strong literature-based foundation for Inquiry-Based Learning. Within a qualitative research paradigm and utilizing case study methodology, the three research methods, interviews, participant journals, and observation log, revealed 97 codes and five main themes: Inquiry-Based Learning, Practicum Experience, Teacher Educator Andragogy, Self Development, and Relationships. These five themes were supported by the professional literature. The study concludes with three primary recommendations and lessons learned from the literature.