Breaking Negative Cycle: How Preservice Teachers' Previous Experiences Influence Their Perceptions Toward Science Teaching

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: Science Education: Teacher Training, Student Competencies, Engagement, and Learning Technology (Table 6)

Abstract

This study investigated the influence of preservice science teachers' past educational experiences on their perceptions of science teaching. Utilizing an explanatory sequential mixed methods design, the research initially collected quantitative data through the Draw-a-Science-Teacher-Test Checklist (DASTT-C) and the Science Teaching Efficacy Belief Instrument (STEBI). In the second phase, selected science autobiographies from these preservice teachers were analyzed based on extreme scores on one STEBI subscale and the DASTT-C. The findings indicated that preservice teachers used their past experiences as a foundation for how they perceived science and its instruction in the science classroom. This study ultimately offered recommendations to guide preservice teachers in forming positive science teaching beliefs and breaking the cycle of negative experiences.

Authors

• Yuhong Yang, Beijing Normal University

• Xiaoyi Gao, Beijing Normal University

• Disi Liang, Beijing Normal University