Reconceptualizing a teaching methods course to strengthen school science instruction / by Jason Lawrence Painter.
| Author/creator | Painter, Jason Lawrence author. |
| Other author | Parke, Helen M., degree supervisor. |
| Other author | East Carolina University. Department of Science Education. |
| Format | Theses and dissertations |
| Production | 1998. |
| Description | 55 leaves ; 28 cm |
| Supplemental Content | Access via ScholarShip |
| Subjects |
| Summary | The purpose of this thesis is to examine the differences between the designs of the same course by two different professors and the interpretations of preservice teachers enrolled in the course. Current reform documents call upon teachers who are knowledgeable and effective. Institutions of higher education must prepare teachers who are able to create classroom environments that encourage inquiry, scientific discourse, and collaboration. Preservice teachers should learn to view themselves as professionals and understand that the central component to making their practice more effective is reflection. This study examines how preservice teachers interpreted two versions of an elementary science methods course. The elementary methods course evolved from a university-based course to a field-based course to provide participating teachers with an opportunity to connect theory, prior beliefs, and reflection with practice. The researcher used four methods of data collection: (1) video, (2) observation and field notes, (3) student and instructor interviews, and (4) reflective journals. Five assertions emerged from interpretive analysis of the data and were chosen for their interconnectedness and tendency to be mutually reinforcing. The two professors' different designs for the same course were designed from their beliefs regarding the most effective preparation for preservice teachers. Preservice teachers growth as professionals was found to be strongly influenced by personal perspectives about school and their treatment of science was found to be dependent upon how science was presented to them during their educational career. It was also found that many preservice teachers interpreted the same course differently than others based on their various expectations for the course. The structure of the course and the field-based experience was essential in bringing about change in deeply-embedded beliefs about teaching and learning of preservice teachers. This study also discusses the serious implications for institutions of higher education, preservice teachers, professors, and researchers aiming to meet the challenges of current teacher reform. |
| General note | Submitted to the faculty of the Department of Science Education. |
| General note | Advisor: Helen M. Parke |
| Dissertation note | M.A. East Carolina University 1998 |
| Bibliography note | Includes bibliographical references (leaves 48-53). |
| Genre/form | Academic theses. |
| Genre/form | Academic theses. |
| Genre/form | Thèses et écrits académiques. |
Availability
| Library | Location | Call Number | Status | Item Actions |
|---|---|---|---|---|
| Joyner | University Archives | ASK AT SPECIAL COLLECTIONS DESK | ✔ Available | Request Material |
| Electronic Resources | Access Content Online | ✔ Available |