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ERIC Number: EJ1000604
Record Type: Journal
Publication Date: 2013-Apr
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0157-244X
Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies
Subramaniam, Karthigeyan
Research in Science Education, v43 n2 p687-709 Apr 2013
This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream White peers served as the framework to identify minority preservice teachers' instructional ideas, meanings, and actions for teaching science. Data included drawings, narratives, observations and self-review reports of microteaching, and interviews. A thematic analysis of data revealed that the minority preservice teachers' conceptions of teaching science were a specific set of beliefs-driven instructional ideas about how science content is linked to home experiences, students' ideas, hands-on activities, about how science teaching must include group work and not be based solely on textbooks, and about how learning science involves the concept of all students can learn science, and acknowledging and respecting students' ideas about science. Implications for teacher educators include the need to establish supportive environments within methods courses for minority preservice teachers to express their K-12 experiences and acknowledge and examine how these experiences shape their conceptions of teaching science, and to recognize that minority preservice teachers' conceptions of teaching science reveal the multiple ways through which they see and envision science instruction.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A