An instructional model development based on inquiry-based and problem-based approaches to enhance prospective teachers’ teamwork and collaborative problem-solving competence

Abstract

Teamwork and collaborative problem-solving skills are critical competencies for both prospective and practicing educators, as they foster a more effective, inclusive, and supportive educational environment that benefits both teachers and students. This study aimed to evaluate the efficacy of an instructional model grounded in inquiry-based and problem-based learning approaches for enhancing these competencies among prospective teachers. The analysis employed descriptive statistics, percentages, and content analysis to assess the model’s impact. The findings demonstrated that the highly appropriate and feasible instructional model significantly improved prospective teachers’ teamwork and collaborative problem-solving skills, achieving an enhancement rate of 82.06% with prospective teachers expressing satisfaction and positive perception at a highest level. This result notably exceeded the stated criterion of 80%, indicating the model's high effectiveness in advancing these essential competencies.

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