Reforming Elementary Science Teacher Preparation: What About Extant Teaching Beliefs?

Abstract

A common maxim in the educational profession is that one teaches the way one is taught. Indications are that preservice teachers' beliefs, attitudes, and practices may be linked to previous experiences. Calderhead & Robson (1991) underscored this concern by asserting that teachers use good teachers as models for developing their own images as teachers. Others have argued that the images held by teachers are used as frames of reference for their own teaching practices. In this article, preservice teachers' perceptions of themselves as science teachers are examined. The assertion is made that a long history of stereotypical science learning experiences -in elementary school, high school, and college -powerfully impacts the way in which elementary preservice teachers understand the nature of science and come to believe science should be taught. In the current study, the images and perceptions preservice teachers bring to science methods courses (as evidenced in drawings of themselves as science teachers at work) are identified and ways these images and perceptions may have been formed and how they can be reinforced or modified during a science methods course are discussed.

Early Childhood Preservice Teachers’ Passion, Beliefs, and Their Sense of Teacher Efficacy

“…Taken together, despite the considerable body of research that has focused on teachers' beliefs and best teaching practices (Alger, 2009;Barcelos, 2003;Lim & Chan, 2007;Thomas & Pedersen, 2003), there is limited research focused on early childhood preservice teachers' experience in teacher education program in terms of their passion for teaching and teaching beliefs and its joint effects on their sense of teaching efficacy. Thus, this study examined how passion for teaching and their preparation (harmonious vs. obsessive) and their teaching beliefs (constructivists' vs. traditional) predicts early childhood preservice teachers' sense of teacher efficacy in student engagement, instructional engagement, and classroom management.…”

Communities of Practice for Student Assessment in a South Korean Middle School

“…Many studies (Akerson et al, 2009;Daniel, Auhl, & Hastings, 2013;Jones et al, 2013;Thomas & Pedersen, 2003;Vescio, Ross, & Adams 2008;Wenger, 1998) have suggested that reflection may have a positive effect on teachers' professional development. However, this finding confirms that teachers' reflective thinking from past negative experiences may interfere with teacher PD.…”

The reflexive approach to the forming of teachers.

“…Diferentes investigadores que han llevado a cabo estudios focalizados en investigar las creencias de los estudiantes de pedagogía (ver, por ejemplo, Thomas y Pedersen, 2003;Davis, 2003) han sugerido que sus hallazgos pueden tener algunas implicancias para el proceso de preparación de profesores. Entre estas se pueden identificar las siguientes: Primera, se ha sugerido que los formadores de educadores necesitan comprender la naturaleza de las creencias de los estudiantes para poder diseñar estrategias de formación adecuadas que les ayuden a desarrollar sus creencias más efectivamente.…”