Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

Autor/in	Subramaniam, Karthigeyan
Titel	Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies
Quelle	In: Research in Science Education, 43 (2013) 2, S.687-709 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-012-9284-3
Schlagwörter	Teaching Methods; Science Education; Science Instruction; Elementary Secondary Education; Teacher Educators; Methods Courses; Preservice Teachers; Textbooks; Microteaching; Minority Group Students; Student Attitudes; Freehand Drawing; Personal Narratives; Interviews; Observation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung; Textbook; Text book; Schulbuch; Lehrbuch; Schülerverhalten; Drawing; Zeichnen; Erlebniserzählung; Interviewing; Interviewtechnik; Beobachtung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10