School-based experiences : developing primary science preservice teachers' practice


Autoria(s): Hudson, Peter B.
Data(s)

01/12/2010

Resumo

Reviews into teacher education emphasise the need for preservice teachers to have more school-based experiences. In this study, a school-based experience was organised within a nine-week science curriculum university unit that allowed preservice teachers’ repeated experiences in teaching primary science. This research uses a survey, questionnaire with extended written responses, and researcher observations to investigate preservice teachers’ (n=38) learning experiences in two school settings. Survey results indicated that the majority of these preservice teachers either agreed or strongly agreed that school-based experiences developed their: personal-professional skill development (100%); system requirements (range: 81-100%); teaching practices (81-100%); student behaviour management (range: 94-100%); providing student feedback (89-94%); and reflection on practice (92-100%). Qualitative data provided insights into their development particularly for science content knowledge and receiving positive reinforcement on effective teaching behaviours. According to these preservice teachers, the school-based experiences facilitated “teachable moments – having the knowledge or skills to run with students’ questions or ideas” and allowed preservice teachers to “critically reflect between groups to make the task flow better”. Embedding school-based experiences needs to be part of each and every preservice teacher education unit so preservice teachers can develop confidence, knowledge and skills within authentic school contexts.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/41082/

Publicador

Southeast Asian Ministers of Education Organisation

Relação

http://eprints.qut.edu.au/41082/1/School-based_experiences_in_primary_science.pdf

http://www.recsam.edu.my/R&D_Journals/index.html

Hudson, Peter B. (2010) School-based experiences : developing primary science preservice teachers' practice. Journal of Science and Mathematics Education in Southeast Asia, 33(2), pp. 149-167.

Direitos

Copyright 2010 Southeast Asian Ministers of Education Organisation

Fonte

Office of Education Research; School of Curriculum; Faculty of Education

Palavras-Chave #130105 Primary Education (excl. Maori) #Primary Science #School Experiences #Theory to Practice #HERN
Tipo

Journal Article