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ERIC Number: EJ807787
Record Type: Journal
Publication Date: 2008-Aug
Pages: 22
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0261-9768
Prospective Teachers' Initial Conceptions about Pupils' Understanding of Science and Mathematics
Gullberg, Annica; Kellner, Eva; Attorps, Iiris; Thoren, Ingvar; Tarneberg, Roy
European Journal of Teacher Education, v31 n3 p257-278 Aug 2008
Earlier reports have shown that prospective teachers' conceptions about teaching science to a high degree are resistant and do not change substantially during the teacher-training programme. In our investigation we elucidate the prospective teachers' initial conceptions about pupils' understanding of science and mathematics. We applied "The Lesson Preparation Method" and used a phenomenographic approach in order to reveal the range of conceptions that the prospective teachers hold. A third of the prospective teachers did not consider pupils' conceptions when planning lessons. The rest of the 32 participants expressed awareness; some of the prospective teachers even referred to subject-specific teaching experience. Also regarding the prospective teachers' conceptions about pupils' knowledge and beliefs, as well as about pupils' difficulties, there was a significant diversity. By raising these issues about pedagogical content knowledge the prospective teachers' conceptions can be extended and developed during the education. (Contains 1 figure and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A