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The attention to pre-service teacher inquiry in teacher education is growing. This document analysis is focused on the development of practitioner inquiry competences in teacher education programs for primary education in 19 different universities of applied sciences in the Netherlands. First, the intended purpose of pre-service teacher inquiry is studied. This provided six different aspects for the development of practitioner inquiry competences. In the second phase, the study was focused on how these aspects were operationalized in the described programs. Results show that research skills have been extensively described in all study programs in terms of intended learning outcomes, teaching and learning activities, and assessment. Research knowledge and application of research results are integrated in conducting research. Although the inquiry habit of mind is found most important in the rationale, the implementation rarely meets the principle of constructive alignment. Neither does the attention to inquiry stance in educational practice.

The attention to pre-service teacher inquiry in teacher education is growing. This document analysis is focused on the development of practitioner inquiry competences in teacher education programs for primary education in 19 different universities of applied sciences in the Netherlands. First, the intended purpose of pre-service teacher inquiry is studied. This provided six different aspects for the development of practitioner inquiry competences. In the second phase, the study was focused on how these aspects were operationalized in the described programs. Results show that research skills have been extensively described in all study programs in terms of intended learning outcomes, teaching and learning activities, and assessment. Research knowledge and application of research results are integrated in conducting research. Although the inquiry habit of mind is found most important in the rationale, the implementation rarely meets the principle of constructive alignment. Neither does the attention to inquiry stance in educational practice.

The attention to pre-service teacher inquiry in teacher education is growing. This document analysis is focused on the development of practitioner inquiry competences in teacher education programs for primary education in 19 different universities of applied sciences in the Netherlands. First, the intended purpose of pre-service teacher inquiry is studied. This provided six different aspects for the development of practitioner inquiry competences. In the second phase, the study was focused on how these aspects were operationalized in the described programs. Results show that research skills have been extensively described in all study programs in terms of intended learning outcomes, teaching and learning activities, and assessment. Research knowledge and application of research results are integrated in conducting research. Although the inquiry habit of mind is found most important in the rationale, the implementation rarely meets the principle of constructive alignment. Neither does the attention to inquiry stance in educational practice.