A study of elementary pre-service science teachers' professional development under the circumstances of teacher education system change

• Main Authors: TZU-HAN LIEN, 連思漢
• Other Authors: Chao-Ti Hsiung
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/37704643047448048871

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 97 === Under the circumstances of Taiwan teacher education system change, this study explores the development of science pedagogical content knowledge (PCK) of the pre-service teachers, composed of 8 undergraduate student teachers in the first stage, and 2 student teachers in the second stage (teaching practicum: 6months in a selected school), and analyzes the impacts of teacher belief and external environmental factors (teacher education institution and elementary schools) on the science PCK development of pre-service teachers. Data collection includes observation records, audio and video recording, interviews, and questionnaires. Results show that: (1)Science-majored undergraduate student teachers preferred the perspective of constructivism in the nature of science, and put more emphasis on scientific inquiry. (2) All student teachers’ PCK grew up, and also boosted the application of scientific inquiry levels. (3) The pre-service teachers improved their science PCK through repeat elaborating teaching belief.(4) The pre-service teachers found that the learning climates of elementary school were superior to the University of Education (UE) . The UE emphasizes on the teaching knowledge of curriculum, instruction, and assessment but lacks of the knowledge of school context and understanding children. (5) The undergraduate student teachers joined the oversea visit guided by the university professors broadened their teaching worldview. (6) The conversation among university professor, science mentors and student teachers about the lesson plan, teaching observations, and teaching tapes could improve positive construction of pre-service teachers’ science PCK. (7)Science mentors and homeroom teachers in the elementary school have direct and concrete effects on pre-service teachers’ science PCK. The results provide the implications and suggestions for teacher education institutions and practicum elementary schools on the quality of internship.