What do teachers of STEM disciplines think about learning by inquiry?

During the academic year 2021-2122, an innovation project was initiated between the University of Zaragoza and the Juan de Lanuza Teacher Training Centre. This alliance has made it possible to connect initial teacher training with lifelong learning. Among other actions, an asynchronous online training activity was designed for in-service teachers on how to apply inquiry-based methodology to promote competence learning in STEM disciplines. The design of this training was an adaptation of the one proposed by the European PRIMAS project. The aim of this study is to describe teachers' perceptions of the feasibility of applying this methodology in their classrooms. A qualitative study showed that the main result of this work is that teachers consider that the enquiry methodology provides real competence learning, but they pointed out several obstacles, mainly the lack of time to apply it due to the high curricular load of the disciplines. One of the main conclusions of this study is that most teachers use a deductive methodology in class. Therefore, there is a need to articulate mechanisms that facilitate teachers to apply competency-based work in each area before carrying out interdisciplinary STEM projects.