Changes in Prospective Science Teachers' Conceptions and Practices during Field Experiences.

Autor/inn/en	Bradford, Cristine S.; Dana, Thomas M.
Titel	Changes in Prospective Science Teachers' Conceptions and Practices during Field Experiences.
Quelle	(1998), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitudes; Constructivism (Learning); Educational Change; Educational Experience; High Schools; Higher Education; Mentors; Science Teachers; Student Teachers; Student Teaching; Teacher Education; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Attitude; Einstellung; Verhalten; Bildungsreform; Bildungserfahrung; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper reports on a case study that examined the development of two high school science student teachers. Teacher education programs are having difficulties helping preservice teachers develop the necessary skills required for the implementation of the contemporary vision of science instruction. Student teaching experience maintains the most important part of the teachers' preparation programs, although the student teachers are criticized for a lack of strong theoretical and conceptual framework. The understanding of preservice teachers' beliefs is an essential element in their education because of their effects on the prospective teacher's perception of classroom practice. This research investigates these questions: (1) What are the conceptions of teaching science held by participants?; (2) How do these conceptions change as participants progress through pre-student teaching and student teaching?; (3) What is the role of pre-student teaching and student teaching in the construction of these conceptions from the perspective of the participants?; and (4) In what ways did the pre-student teaching and student teaching experiences constrain or support the development of conceptual change pedagogy among participants? (YDS)
Anmerkungen	For full text: http://www.narst.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC