Paper Title
ESL Student Teachers’ Experiences Using IBL in Learning to Teach
Abstract
This case study aims to explore how IBL experiences assist ESL (English as a Second Language) STs (Student
Teachers) in learning to teach. 23 of the STs in the TESL (Teaching English as a Second Language) programme were
selected as participants. Data were collected from the open-ended questionnaire and analysed using thematic analysis
involving open-coding and axial-coding. The findings reveal that the ESL STs acquired teaching experience in three phases:
Pre-practicum- the STs‟ Identity, Prior Knowledge and Learning Experiences; Best Experiences During Practicum and
Reflective Practice after Practical Experiences. This study proposes a transformative pedagogy forimplementing IBL in
SLTE classrooms
Keywords - Inquiry-based Learning, Student Teachers‟ learning experiences, Teaching English as a Second Language