Constructing science teaching in the elementary school: The socialization of a science enthusiast student teacher

Abstract

We undertook this case study to examine the transition from university student to student teacher of an elementary science teaching enthusiast, Marie. The purpose of the study was to understand how Marie coped with constraints to her science teaching that she perceived within the school culture. We analyzed the data: (a) field notes taken during classroom observations, (b) transcripts of interviews with Marie, her cooperating teachers, students, and the principal, and (c) documents including lesson plans, handouts, tests, and methods course products, by using analytic induction to develop categories. We also generated assertions and tested their viability by triangulating the data sources. From the data we induced a number of patterns that Marie knowingly and unknowingly used to address perceived constraints such as supervisor expectations and inadequacy of equipment and curriculum. In coping with these constraints, Marie tried to saturate the curriculum with science, even finding additional time in the school week to conduct science lessons. At times she complied with perceived expectations, but typically she modified the constraining factor to produce a suitable result. Furthermore she served as a catalyst for science among her fellow teachers. Her strategies are somewhat unique for a beginner, but may be influenced by her position as science enthusiast and by the traditionally low status of science in the elementary school curriculum.

Relationships between prospective elementary teachers' classroom practice and their conceptions of biology and of teaching science

“…This mismatch between Isabel's thoughts and actions is a mirror of her struggles during the year to reconcile her fundamental beliefs with the reality of her teaching (cf. Abell & Roth, 1994). As shown in the description of her first observation, Karen's perceptions of a class she had taught were different from those of the observer, but later in the year there was much less discrepancy as her awareness of her teaching increased.…”

Restraints to reform: The congruence of teacher and student actions in a chemistry classroom

“…Kevin's experience as a teacher provided the basis for building mental models that became foci for reflection and objects for change. The role of a research setting in facilitating critical reflection was also reported as a positive factor in promoting change by Abell and Roth (1994), Glasson and Lalik (1993), and Tobin and LaMaster (in press).…”

Teachers' salient beliefs about a problem-solving demonstration classroom in-service program

“…Previous studies about science teachers suggest that beliefs are important to a teacher's practice (e.g., Abell & Roth, 1994;Hashweh, 1996;Martens, 1992), and the PSDC teachers are no different. The PSDC teachers held strong beliefs pertaining toward student-centered instruction, as they elected to attend the PSDC in-service program to learn a method of student-centered instruction.…”