Primary Science Teaching--Is It Integral and Deep Experience for Students?

Autor/inn/en	Timoštšuk, Inge
Titel	Primary Science Teaching--Is It Integral and Deep Experience for Students?
Quelle	In: Discourse and Communication for Sustainable Education, 7 (2016) 1, S.82-99 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2255-7547
DOI	10.1515/dcse-2016-0006
Schlagwörter	Elementary School Science; Science Instruction; Science Education; Elementary School Students; Elementary School Teachers; Foreign Countries; Pedagogical Content Knowledge; Teacher Education; Questionnaires; Interviews; Teaching Methods; Science Teachers; Professional Identity; Learning Experience; Student Teachers; Teaching Experience; College Students; Science Achievement; Estonia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Fragebogen; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Science teacher; Wissenschaft; Lernerfahrung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Collegestudent; Estland
Abstract	Integral and deep pedagogical content knowledge can support future primary teachers' ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers' professionality. The aim of the study is to describe how future primary teachers reflect on their experiences about science teaching and what components of science pedagogical content knowledge they see as meaningful. A questionnaire and interviews were used. The results reveal the deep impact of teaching practice on students' understanding of the role of a teacher in supporting pupils' acquisition of scientific skills. The experiences described are related more to teaching and learning in general and less with science-specific factors. Nevertheless, students described changes in mission e.g. how they learned about their role through pupils' achievements and thinking about science. Changes in professional identity were mentioned rarely but this could point to an underestimated resource issue for teacher education. Positive changes in professional identity may help students to decide to choose more integral strategies in science teaching and thus promote more sustainability oriented teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01