The Influence of Repeated Teaching and Reflection on Preservice Teachers’ Views of Inquiry and Nature of Science

Dec. 20, 2009

Source: Journal of Science Teacher Education, Volume 20, Number 6 / December 2009, pages 553-582.

This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views and enactment of nature of science and inquiry-based instructional practices.

Built into the structure of this program were three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom settings with middle and high school students.
Nine secondary preservice teachers participated in the study. They improved both their understanding and enactment of inquiry and nature of science throughout the program period.

This study provides evidence of the importance of incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded through both methods instructor and cooperating teacher support and tied to analytic self-reflection.

Updated: Jan. 12, 2010