Abstract

This qualitative study aimed to explore geography teachers’ practical understanding and application of the inquiry-based approach in classroom teaching. Using a case study design, the research was conducted in Morogoro Municipality, Tanzania, and involved eleven (11) secondary school geography teachers. The findings revealed varied levels of understanding and implementation among the teachers. While some demonstrated seamless integration of inquiry-based methods into their teaching practices, others showed uncertainty and confusion regarding the instructional process. The study also highlighted that observation during teaching may influence teacher behaviour, potentially limiting the authentic demonstration of instructional skills. This suggests that the presence of observers can act as a barrier to the effective application of inquiry-based teaching methods. The study emphasizes the importance of continuous professional development for teachers, recommending targeted training and support to enhance their competence and confidence in applying inquiry-based approaches in geography education.

Keywords: Inquiry tool, Geography teaching, Classroom environment, Observer, Secondary schools