ERIC Number: ED445906
Record Type: RIE
Publication Date: 1998-Apr
Reform and the Prospective Science Teacher: Lessons Learned from Field Experiences.
McLoughlin, Andrea Sabatini
This study was undertaken to consider answers for the following questions: (1) What meanings do reform-oriented prospective science teachers attach to their beliefs, intentions, and actions as they begin to interact in schools? (2) How do those meanings reflexively re-inform the prospective teachers' beliefs, intentions, and actions in science teaching? and (3) What are the implications for teacher education and science education reform? This study focuses on two preservice teachers as they engaged in two middle-level field experiences and student teaching. It is suggested that science teacher educators should more fully explore prospective teachers' beliefs about teaching and learning, challenge the thinking and events that tend to reproduce the status quo, and look for the common points of departure to help prospective teachers construct an empowered and implementable new vision of themselves and their classrooms. (Contains 66 references.) (ASK)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (San Diego, CA, April 19-22, 1998).