ERIC Number: ED319600
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
"Making Sense of Constructivism in Preservice: A Case Study."
This study explored secondary preservice science teachers' attempts to implement a constructivist approach to science teaching in a practicum setting. Described is the secondary science education program at St. Francis Xavier University. Interview excerpts are presented as data. Results indicated: (1) student teachers went through two developmental phases--reistant phase and experimentation phase; (2) students reported an institutional resistance to using a constructivist approach to science teaching; (3) the personal disposition of the student teacher together with institutional support appeared to be strong variables in influencing preservice teachers' acceptance of a constructivist approach; and (4) most of the students reported changing their view of teaching, but it was not supported in most cases in the practicum setting. The questionnaire on science teaching is appended. (YP)
Descriptors: Foreign Countries, Higher Education, Practicums, Preservice Teacher Education, Protocol Analysis, Reflective Teaching, Science Teachers, Secondary Education, Student Teaching, Teacher Attitudes, Teacher Education, Teacher Education Programs
Sharon Parsons-Chatman, Department Math/Science Education, University of British Columbia, 2125 Main Mall, Vancouver, B.C., Canada V6T 1Z5.
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers - Location: Canada