Chinese Journal of Science Education


Volume 2 No 2, pp. 115-141 (September, 1994)

A Preservice Chemistry Teacher's Thinking of Teaching - Case study

TUAN Hsiao-lin

Abstract

This study followed Clark and Peterson's teacher thinking model (1986), attempted to explore a prospective chemistry teacher's (Chuo-yun) preactive, interactive and postactive thoughts and decision, during her one year practicum course. Research also tried to identify the factors which influenced Chuo-yun's thoughts of teaching, and to describe any changes she had after one month practicum experience in a rural junior high school.

Case study method was applied in the research. Findings of this study revealed that Chuo-yun's preactive thoughts were focused on self-centered concept explanation sequence. This teaching sequence is linear-oriented which based on her image of what concept organization is the best way for her students. Her interactive thoughts addressed on teaching pre-designed organization of concepts and on seeking students' responses. Her postactive thoughts addressed on her own teaching competency. Two factors which influenced her thoughts of teaching, one was her beliefs of science teaching, another was the dilemma she faced during teaching experience.

The study suggested that the preservice science teacher learned of teaching from real classroom teaching experience, science teacher preparation program should provide early-field experiene to the preservice science teachers, and also need to address the importance of pedagogical content knowledge in the training program.

Keywords: Preservice Science Teacher; Teacher Belief; Teacher Thinking; Teacher Learning; Science Teacher Education

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