Inquiry-Based Science Education for Preservice Teachers

This study presents a comprehensive bibliometric analysis of the literature on inquiry-based science education (IBSE) for preservice teachers, examining academic publications from 2010 to 2025. Through a systematic search across four major databases (Scopus, Web of Science [WOS], Education Resources Information Center [ERIC], and ScienceDirect), 518 studies were initially identified, of which eighty-nine met the inclusion criteria after the PRISMA 2020 guidelines were applied. The methodology combines quantitative bibliometric techniques via RStudio and VOSviewer with qualitative content analysis. The results reveal a growing trend in publications, particularly since 2015, although with marked geographical disparities concentrating research in Global North countries. Thematic analysis identified eight main categories of barriers to effective IBSE implementation: pedagogical, institutional, technological, teacher identity, scaffolding, cultural, epistemological, and theory–practice integration. Collaboration networks show established institutional clusters but limited international cooperation. The findings demonstrate the need for holistic and integrated approaches in teacher education that address technical, identity, epistemological, and contextual dimensions simultaneously. The study contributes theoretically to the development of multidimensional models of teacher preparation and practically offers guidelines for redesigning science education programs. The implications suggest the urgency of strengthening international collaboration, diversifying research perspectives, and developing systemic interventions that overcome persistent gaps between theory and practice in IBSE.