Mixed Messages: What Elementary Preservice Teachers Learn About Science Teaching from their Cooperating Teachers

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

Abstract

This study investigates the messages preservice elementary teachers (PSTs) receive about science instruction during their field placements. PSTs at two large public universities interviewed their cooperating teacher (CT) about science teaching in their classroom. In total, 224 interviews were conducted by PSTs and coded and analyzed by the research team. Results highlight that PSTs may have limited to no opportunities to observe science lessons in student teaching and reveal disconnects between the messages PSTs receive from their CTs and science methods instructors. The study highlights the need for better alignment between university instruction and field experiences, recommending collaborative efforts among teacher educators, CTs, and school partners to promote coherent, supportive and effective science teaching preparation.

Authors

• Meredith Vaughn, San Diego State University

• Donna L. Ross, San Diego State University

• Jenna Porter, California State University - Sacramento

• Corinne Lardy, California State University - Sacramento

• Hui-Ju Huang, California State University - Sacramento