Abstract
The purpose of this study is to explore how would reflective action research impact on these two science student-teachers' beliefs and teaching, and to investigate how did they develop their practice by doing action research over the year of s tudent-teaching practice. The results show: (1) these two student-teachers developed their ability of teaching inquiry and self-reflection; (2) both of them changed from teaching intuitively to teaching consciously; (3) they became an independent teacher and researcher; (4) they have learned how to self-monitor their own teaching practice; (5) students' learning outcomes reinforced their beliefs of trying variety of teaching strategies into classroom teaching; (6) the results of peer action research indee d influenced their teaching beliefs. This article indicated that requiring student-teacher doing action research is a pressure for professor; however, this is an efficient way to make these student-teachers to grow up in such short time.
| Keywords: | middle school science student-teacher; reflective action research |
|---|
[Chinese Version | Index | Chinese Journal of Science Education | Other Journals | Subscription form | Enquiry ]
Mail any comments and suggestions to
hkier-journal@cuhk.edu.hk .