Tensions in Science Planning and Teaching: Insights from an Elementary Teacher Education Program

• In Event: Complexities in Preservice Science Teacher Learning and Practice

Abstract

Despite the importance of science in students' early life experiences, elementary teachers do not receive adequate support to teach science from their teacher preparation programs. Before we can support elementary preservice teachers (PSTs), we need a better understanding of the challenges they face. This qualitative multiple-case study uses field observations, interviews, and documents to examine the contradictions three PSTs experience as they learn to plan and teach science within and through their science methods course and field placement activity systems. Findings demonstrate that 1) tool use across systems is constrained by the rules and division of labor for science and 2) conflicting agendas in science are constrained by the differing conceptualizations and distributions of roles and responsibilities across systems.

Author

• Felisha Dake, Colorado State University- Pueblo