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ERIC Number: EJ924170
Record Type: Journal
Publication Date: 2010-Oct
Pages: 17
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1046-560X
The Problematic Nature of the Practicum: A Key Determinant of Pre-Service Teachers' Emerging Inquiry-Based Science Practices
Fazio, Xavier; Melville, Wayne; Bartley, Anthony
Journal of Science Teacher Education, v21 n6 p665-681 Oct 2010
This article disseminates findings from a multi-year study regarding secondary preservice science teachers' perceptions toward inquiry-based science teaching, and the extent these perceptions are augmented by their practicum. While findings indicated that preservice teachers did improve their understanding and capability of using scientific inquiry due to their methods course, the role of practicum in supporting their newly developed perceptions was problematic. Issues ranging from associate teacher subjugation, availability of resources, time constraints, and the need to address curriculum standards were the most commonly cited reasons for preservice teachers' difficulty in creating an inquiry-based environment during their practicum. Implications are presented highlighting the importance of practicum experiences as a key determinant of pre-service science teachers' emerging inquiry-based science views and practices.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A