ERIC Number: EJ798803
Record Type: Journal
Publication Date: 2004
Abstractor: As Provided
Reference Count: 39
Preservice Teachers Defining "Self-as-Teacher": The Elementary Science Teaching Rationale
Varrella, Gary F.; Veronesi, Peter D.
Journal of Elementary Science Education, v16 n1 p35-48 Spr 2004
This study reviews allied literature and specific teacher educator behaviors that promote preservice teachers' development of a personalized, research-based elementary science teaching rationale (STR). Declaring absolutes is not the goal of the rationale. Rather, the goal is to initiate, among preservice teachers, the lifelong professional disposition of thoughtful teaching based upon cycles of reflection on one's experiences, the literature, and research on effective science teaching. The authors have found that the STR, as a key assignment in their methods courses, encourages these desirable "habits of mind."
Descriptors: Preservice Teacher Education, Preservice Teachers, Elementary School Science, Methods Courses, Teacher Educators, Teacher Behavior, Teaching Methods, Science Instruction, Reflective Teaching, Teaching Experience, Assignments, Cognitive Processes
Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail: DPS@wiu.edu; Web site: http://www.wiu.edu/users/jese/
Publication Type: Information Analyses; Journal Articles
Education Level: Elementary Education; Higher Education
Authoring Institution: N/A