Akuma, Fru VitalisKoenen, Jenna2025-06-242025-06-242025-03Akuma, F.V. & Koenen, J. 2025, 'Inquiry-based science education : tools for supporting the design of schoolteacher professional development programs', Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 3, art. em2605, pp. 1-28, doi : 10.29333/ejmste/16070.1305-8215 (print)1305-8223 (online)10.29333/ejmste/16070http://hdl.handle.net/2263/102946DATA SHARING STATEMENT : Data supporting the findings and conclusions are available upon request from the corresponding author.For many teacher educators, designing programs to assist pre- and in-service teachers in implementing inquiry-based science education (IBSE) in school classrooms is a complex and challenging task. However, applicable teacher professional development (TPD) frameworks are rare. Thus, the goal of the presented educational design research was to yield a TPD framework, called the ProDevInq framework, and a set of underlying design principles (DPs). These TPD design tools are based on seven components from the science TPD literature. The components include a learning theory, goal, learning strategy, and instructional design model. We generated the DPs based on a systematic review of the relevant literature. After screening the principles based on hallmarks from the literature on what makes science TPD effective, we could synthesize the ProDevInq framework. The resulting TPD design tools have theory-, practice-, and research-related implications in supporting the implementation of IBSE worldwide.en© 2025 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).Teacher professional development (TPD)Inquiry-based science education (IBSE)Design principles (DPs)ProDevInq frameworkSchool educationEducational design research (EDR)Article