Examining Preservice Elementary Teachers' Reflective Practice and Science Teaching Philosophies as Indicators for Course and Program Revision

• In Event: 46.086 - Roundtable Session 16
  In Roundtable Session: 46.086-1 - Reflection in Teaching and Learning: Stimuli, Content, Processes, and Outcomes

Abstract

This single case study examined preservice elementary teachers’ written reflections and philosophies to identify how they examined their science teaching practice. Open coding was used to analyze the data. Findings indicate that participants had four foci for their science teaching philosophies: (a) their previous learning experiences, (b) their professional development goals, (c) their vision of an ideal science teacher and (d) their knowledge of concepts taught in the science methods course. There were four foci for their written reflections: (a) comfort level with science content, (b) planning of lesson and lesson implementation, (c) connections to other lessons or science content, and (d) encouraging student participation. Findings indicate a need for programmatic changes that emphasize a reflective orientation to teaching.

Authors

• Cynthia C. Minchew Deaton, Clemson University

• Rory Philip Tannebaum, Merrimack College