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ERIC Number: EJ1410550
Record Type: Journal
Publication Date: 2024
Pages: 45
Abstractor: As Provided
ISSN: ISSN-0305-7267
EISSN: EISSN-1940-8412
Unpacking Readiness for Elementary Science Teaching: What Preservice Teachers Bring and How That Can Be Shaped through Teacher Education
Christa Haverly; Elizabeth A. Davis
Studies in Science Education, v60 n1 p75-119 2024
The work of elementary science teaching is challenging given the wide array of subject matter most teachers are expected to teach and a systematic de-prioritisation of science at these grades. In this literature review (63 papers; 2010-2020), we use a framework of readiness for science teaching. Using this framework allows us to illustrate foundational characteristics and abilities that preservice teachers may start with and develop as they become well-started beginners for elementary teaching in the face of systemic challenges. To this end, we identify what is known from the research literature about the strengths that preservice elementary teachers bring to this difficult work with regard to their characteristics and abilities in addition to the challenges they face, describing a foundation on which preservice teachers can build. We also highlight additional studies that show how teacher education can build on preservice teachers' strengths and support them in areas that are challenging. We identify themes around novices' identities, dispositions, emotions, beliefs, attitudes, self-efficacy, knowledge, engagement in and with science practices, lesson planning, and lesson enactment. Finally, we highlight four implications for science teacher educators, noting focal areas that may compensate for challenges preservice elementary teachers face while building on their strengths.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: Teachers
Language: English
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Authoring Institution: N/A
Grant or Contract Numbers: 1761057