Connecting the Science Practices to Teaching and Learning: Preservice Elementary Teachers' Professed and Intended Beliefs

Autor/inn/en	Bennion, Adam; Davis, Elizabeth A.
Titel	Connecting the Science Practices to Teaching and Learning: Preservice Elementary Teachers' Professed and Intended Beliefs
Quelle	In: Journal of Science Teacher Education, 34 (2023) 6, S.645-666 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bennion, Adam) ORCID (Davis, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2022.2130258
Schlagwörter	Preservice Teachers; Elementary School Teachers; Student Attitudes; Teacher Education Programs; Science Instruction; Lesson Plans; Teaching Methods; Methods Courses; Student Teaching; Science Process Skills; Personal Autonomy; Learning Motivation; Teacher Educators; Intention; Student Characteristics + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Teaching practice; Unterrichtspraxis; Individuelle Autonomie; Motivation for studies; Lernmotivation; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	Preservice elementary teachers need to be able to engage young students in science practices but may not have extensive experiences with those practices. They also may have contrasting beliefs about them, which inform their teaching practice. To understand preservice teachers' beliefs related to science practices, we focus on the connections they made between the practices and teaching and learning. We followed nine participants from a physics content course, into a science methods course, and through their student teaching, collecting data including interviews, reflections, and lesson plans. We used our analyses of interviews and reflections to identify participants' "professed beliefs," and of lesson plans to identify "intended beliefs"; from the analysis, we developed a description of teaching and learning beliefs such as "Autonomy & Curiosity" and "Develop Scientific Skills." The professed and intended beliefs of the participants formed connected clusters. We also found cases where these beliefs conflicted conceptually (e.g., when deciding to include many or fewer practices in each lesson or if the science practices are unique to science or can be applied generally). Our findings suggest that teacher educators need to be aware of more than just the professed beliefs of their preservice teachers. They should look for evidence of these beliefs in preservice teachers' intentions as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01