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ERIC Number: ED503450
Record Type: Non-Journal
Publication Date: 2008-Sep
Pages: 19
Abstractor: As Provided
Pre Service Elementary Teachers' Concerns about Teaching Science
Hatton, Mary
Online Submission
The purpose of this study was to examine the types of concerns pre-service teachers raise about science teaching and how pre-service teachers concerns change through participating in a science methods course. Eight classes of junior level pre-service teachers (n=104 students) were involved in stating their concerns prior to participating in a science methods course. Their comments were coded by constant comparisons to determine if there were consistencies between categories of comments. Results indicate that the majority of pre-service teachers were concerned about pedagogy associated with teaching science. Concerns were also raised about science curriculum, science content, and attitudes about science. Following the course, preservice teachers indicated that they felt more confident about pedagogy and cited examples of course components that impacted their levels of confidence. Results show that pre-service teachers raised different types of concerns about teaching science, which are related more about themselves than student learning. Pre-service teachers cite different examples that support their professional development. Educators need to offer pre-service teachers multiple opportunities like field experiences and reflection to support them in developing a deeper understanding about themselves as teachers. However, educators also need to consider how to help pre-service teachers bridge the gap between inconsistencies they experience in traditional classrooms. (Contains 2 tables.)
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A