Teaching Prospective Science Teachers From Different Disciplinary Perspectives: An Investigation of Instructors and Their Courses

• In Event: Supporting Diverse Preservice Science Teacher Beliefs in Various Contexts

Abstract

We investigated the views and practices of four sets of instructors who teach undergraduate courses tied to a university’s science and mathematics teaching initiative. These science and science education instructors were engaged in a yearlong teacher research project to examine if and how they met the needs of prospective secondary science teachers. Their courses were structured around three big ideas: evidence-based explanations, innovative instructional strategies, and connections across science-technology-society-education. Data collected included instructor journals, individual interviews, and videotapes of classroom instruction; these data were qualitatively analyzed. The purpose of our study was two-fold: to provide important insights into the teaching of reform-minded science and to identify key recommendations for those intent on better preparing undergraduates for teaching careers.

Authors

• Julie Bianchini, University of California - Santa Barbara

• Lisa R. Figueroa, University of California - Santa Barbara

• Katherine Joy Nilsen, University of California - Santa Barbara

• Darby Feldwinn, University of California, Santa Barbara

• Catherine Gautier, University of California, Santa Barbara

• Susan Kristine Johnson, University of California - Santa Barbara

• Jan Myers, University of California, Santa Barbara

• Jennifer Thorsch, University of California, Santa Barbara