Do Preservice Science Teachers Develop Goals Reflective of Teacher Education? An Exploratory Study

• In Event: Roundtable Session 9
  In Roundtable Session: Teacher Preparation, Science, and Curriculum-Classroom Intersections

Abstract

One broad research question researchers continue to pursue is: what do preservice science teachers learn during science teacher education? Different models of cognition suggest different foci for this research, including pedagogical learning and belief change. Goal-driven models suggest that an important learning outcome is for preservice science teachers to develop goals reflective of their pedagogical training. We present the results of a study designed to examine the degree to which preservice science teachers develop goals reflective of their teacher education training. Qualitative methods were used to study the goals of four science student teachers. Results indicate that many, but not all, of the pedagogical strategies emphasized in teacher education are adopted as goals.

Authors

• Todd L Hutner, The University of Texas - Austin

• Cinthia S. Salinas, The University of Texas - Austin

• Anthony Petrosino, The University of Texas - Austin