Developing an Instrument to Examine Preservice Teachers’ Pedagogical Development |
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| Authors: | Peter Hudson and Ian Ginns |
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| Institution: | (1) Faculty of Education, Queensland University of Technology, Kelvin Grove, QLD, 4059, Australia |
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| Abstract: | National and international reform documents have forged blueprints for advancing science education. Coursework for preservice
teachers needs to correspond to these documents by providing learning experiences that develop preservice teachers’ capabilities
to plan and implement reform measures. Using a pretest–posttest design, responses from 59 2nd-year preservice teachers from
the same university were compared after involvement in an elementary science pedagogy coursework. The survey, which was linked
to the course outcomes (constructs) and multiple indicators, measured the preservice teachers’ perceptions of their development
towards becoming elementary science teachers. A pretest–posttest survey linked to course outcomes can be employed to assess
perceived pedagogical development of preservice teachers, which can inform further teaching practices for implementing science
education reform agendas. |
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