A Phenomenological Study of Prospective Teachers' First-Time Science Teaching Experiences

Autor/in	Subramaniam, Karthigeyan
Titel	A Phenomenological Study of Prospective Teachers' First-Time Science Teaching Experiences
Quelle	In: Teaching Education, 34 (2023) 2, S.209-224 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Subramaniam, Karthigeyan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2022.2077928
Schlagwörter	Preservice Teachers; Science Instruction; Teaching Experience; Microteaching; Learner Engagement; Student Participation; Elementary School Teachers; Undergraduate Students; Teaching Methods + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study provided a phenomenological account of 22 pre-service elementary teachers' experiences transitioning from being pre-service teachers learning the knowledge base about science instruction to teaching a physical science topic in a microteaching activity. This transition within a phase of the professional teacher continuum is just as crucial as the transitions pre-service teachers take along the professional teacher continuum. This transition provides experiences to make sense of their growing knowledge and skills for science instruction and navigating with the knowledge and skills in student teaching and beyond. Data about the first-time science teaching experiences were collected using an open-ended interview question. Other data included video recordings of each pre-service teacher's 30-minute microteaching and the use of reflective prompts to verify pre-service teachers' responses to the interview question. Analysis of interview transcripts, video recordings, and responses to reflective prompts revealed three themes: (1) finding a space for teacher-centered instruction; (2) reimaging the role of engagement and participation with scientific practices; and (3) seeking middle ground for science instruction. An important implication included the need for science teacher educators to help pre-service teachers mediate and internalize pedagogical discourses resulting from first-time science teaching experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01