Student teachers' conceptions of how to recognise a “Good” primary science teacher: Does two years in a teacher education program make a difference? |
| |
| Authors: | Dr Keith Skamp |
| |
| Institution: | (1) Centre for Education, Southern Cross University, PO Box 157, 2480 Lismore, NSW, Australia |
| |
| Abstract: | Several studies have suggested that preservice teacher education has little impact on student teacher conceptions about various
facets of teaching and learning. Most of these studies refer to generic teaching and learning, and very few have related to
primary science in particular. To explore this area eight primary student teachers were interviewed on six occasions during
the first two years of their Bachelor of Teaching degree. This paper reports the findings from part of these interviews. It
describes the (sometimes changing) conceptions which these eight students held about how they would recognise a “good” teacher
of science and the people and experiences they believed influenced the formation of these views. The differential impact of
past and present teachers and the teacher education program revealed possible implications for practica and science curriculum
units in particular, if teacher education is going to have an influence on preservice teachers' conceptions about teaching
and learning. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
