Elementary Pre-service Science Teacher Preparation: Contributions During the Methods Semester

Persistent Link:
http://hdl.handle.net/10150/194976
Title:
Elementary Pre-service Science Teacher Preparation: Contributions During the Methods Semester
Author:
Travers, Karen Ann
Issue Date:
2008
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to better understand the nature of the contribution of the mentor teacher and the methods instructor in the development of professional knowledge of pre-service teachers (PSTs) to teach elementary science. The PSTs' conceptions of teaching science were also explored to see if there were changes in their ideas about teaching science and what influenced these changes during the methods semester of a field-based elementary teacher preparation program. Specifically, this study examined the perceptions of the PSTs regarding the nature of mentorship that they received for the teaching of elementary science. Participants were 144 PSTs from five field-based elementary methods sites, their mentor teachers, and their methods instructor from a university program in a large urban area. Of interest in this study was examining the extent to which PSTs actually observed science teaching in their mentor teachers' classrooms during the methods semester. Analysis of an end-of-semester survey revealed that more than one-third of the PSTs never observed their mentor elementary teachers teach science. On an encouraging note, 62% of PSTs who observed at least some science teaching reported that they perceived their teachers as modeling inquiry science teaching strategies. Regarding the perceived quality of mentor support for learning to teach science, more than 90% of PSTs reported that they felt supported by mentor teachers in their growth of science teaching even if the mentor teachers did not incorporate science lessons into their school day. In addition, half of the PSTs' conceptions of teaching science changed over the methods semester, with the methods course and the elementary classroom as the two most influential factors.
Type:
text; Electronic Dissertation
Keywords:
Elementary; Field-based Teacher Preparation; Science Teacher Preparation; Teacher Preparation
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Teaching & Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Johnson, Bruce P.
Committee Chair:
Johnson, Bruce P.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleElementary Pre-service Science Teacher Preparation: Contributions During the Methods Semesteren_US
dc.creatorTravers, Karen Annen_US
dc.contributor.authorTravers, Karen Annen_US
dc.date.issued2008en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to better understand the nature of the contribution of the mentor teacher and the methods instructor in the development of professional knowledge of pre-service teachers (PSTs) to teach elementary science. The PSTs' conceptions of teaching science were also explored to see if there were changes in their ideas about teaching science and what influenced these changes during the methods semester of a field-based elementary teacher preparation program. Specifically, this study examined the perceptions of the PSTs regarding the nature of mentorship that they received for the teaching of elementary science. Participants were 144 PSTs from five field-based elementary methods sites, their mentor teachers, and their methods instructor from a university program in a large urban area. Of interest in this study was examining the extent to which PSTs actually observed science teaching in their mentor teachers' classrooms during the methods semester. Analysis of an end-of-semester survey revealed that more than one-third of the PSTs never observed their mentor elementary teachers teach science. On an encouraging note, 62% of PSTs who observed at least some science teaching reported that they perceived their teachers as modeling inquiry science teaching strategies. Regarding the perceived quality of mentor support for learning to teach science, more than 90% of PSTs reported that they felt supported by mentor teachers in their growth of science teaching even if the mentor teachers did not incorporate science lessons into their school day. In addition, half of the PSTs' conceptions of teaching science changed over the methods semester, with the methods course and the elementary classroom as the two most influential factors.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectElementaryen_US
dc.subjectField-based Teacher Preparationen_US
dc.subjectScience Teacher Preparationen_US
dc.subjectTeacher Preparationen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching & Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorJohnson, Bruce P.en_US
dc.contributor.chairJohnson, Bruce P.en_US
dc.contributor.committeememberIddings, Ana C.en_US
dc.contributor.committeememberNaylor, Kathleen J.en_US
dc.contributor.committeememberHarris, Christopher J.en_US
dc.identifier.proquest10157en_US
dc.identifier.oclc659750734en_US
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