GUAN-YING LIBIH-JEN FWU2025-09-022025-09-022026-03-0118711871https://www.scopus.com/record/display.uri?eid=2-s2.0-105013763164&origin=resultslisthttps://scholars.lib.ntu.edu.tw/handle/123456789/731739Inquiry-based learning (IBL) has gained popularity globally and has become a focus of curriculum reform initiatives in Confucian-heritage contexts. In Taiwan, the 2019 curriculum reform has positioned inquiry as an interdisciplinary core competency for all preservice teachers. However, previous studies have indicated that preservice teachers face significant challenges during the planning stages of inquiry and have emphasized the need for explicit instruction in teacher education programs. Given that empirical studies addressing these gaps remain limited, the present study employed a case study approach to examine the effectiveness of an inquiry thinking scaffold in a 16-week foundational course in a teacher education program in Taiwan. Analyses of 16 participants’ performance and written reflections revealed that developing a coherent inquiry plan involved a steep learning curve, with challenges emerging in the early stages and evolving as learning progressed. The major challenges included achieving logical coherence and identifying research gaps. The findings support the effectiveness of the thinking scaffold and highlight the importance of fostering preservice teachers’ awareness of logical coherence, as well as engaging them in the process of knowledge construction. Although the effects were limited, this study also found that IBL experience could enhance preservice teachers’ self-efficacy for teaching inquiry. Implications for instructional and curricular adaptations to better integrate inquiry into teacher education programs are discussed.falseInquiry thinking scaffoldInquiry-based learningKnowledge constructionLogical coherenceTeacher educationThe 2019 new curriculum[SDGs]SDG4journal article10.1016/j.tsc.2025.1019612-s2.0-105013763164