Paper Title
ESL Student Teachers’ Experiences Using IBL in Learning to Teach

Abstract
This case study aims to explore how IBL experiences assist ESL (English as a Second Language) STs (Student Teachers) in learning to teach. 23 of the STs in the TESL (Teaching English as a Second Language) programme were selected as participants. Data were collected from the open-ended questionnaire and analysed using thematic analysis involving open-coding and axial-coding. The findings reveal that the ESL STs acquired teaching experience in three phases: Pre-practicum- the STs’ Identity, Prior Knowledge and Learning Experiences; Best Experiences During Practicum and Reflective Practice after Practical Experiences. This study proposes a transformative pedagogy forimplementing IBL in SLTE classrooms Keywords - Inquiry-based Learning, Student Teachers’ learning experiences, Teaching English as a Second Language,