Research Article
BibTex RIS Cite

THE CHALLENGES FACED BY PRESERVICE SCIENCE TEACHERS DURING TEACHING PRACTICE

Year 2015, Volume: 2 , 40 - 42, 01.09.2015

Abstract

This study investigated the challenges of teaching preservice science
teachers (PSTs) articulated within the context of their practice teaching in
mentor schools. Six PSTs were interviewed at the end of their fourth year in
science teacher education program. All PSTs completed their practice teaching
in the same mentor school. They observed two different science teachers in six,
seven, and eight grade science classrooms as well as teach in those classrooms.
The constant comparative method was used to analyze their interview data. The
results indicated that PSTs encountered five main challenges during their
teaching practice. All PSTs expressed that there were students with
disabilities in the mentor school and they were not trained for teaching
science in inclusive classrooms. As a result, those disable students were not
involved in classroom activities. The next problem PSTs identified was that
they were not allowed to make enough teaching practice in mentor schools due to
mentor teachers’ concerns about covering the curriculum. The third one they
clarified was that they do not have enough pedagogical content knowledge.
Preservice science teachers also experienced problems with classroom assessment
and classroom management due to lack of enough training. Although they took one
course for measurement and evaluation, they thought they were not knowledgeable
enough for assessing science learning effectively.  In terms of classroom management, they
believed that they learned the theory but they lacked practice. Results were
discussed and implications were made for teacher education programs. 

References

  • Cochran-Smith, M. (2004) The problem of teacher education. Journal of Teacher Education, 55(4), 295-299. Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. Cambridge University Press: UK. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Records, 103(6), 1013-155. Lingam, G. (2002). Practicum component: Preparation of teachers for the real world of work: Directions. Journal of Educational Studies, 24(1), 17-61. Maphosa, C., Shumba, A., & Shumba, J. (2007). Mentorship for students on teaching practice in Zimbabwe: Are student teachers getting a raw deal? South African Journal of Higher Education, 2, 296-307. Ngidi, D. P., & Sibaya, P. T. (2003). Student teacher anxieties related to practice teaching. South African Journal of Education, 23(1), 18-22 Perry, R. (2004). Teaching practice for early childhood: A guide for students (2nd ed.). London ; New York: Routledge. Quick, G. & Sieborger, R. (2005). What matters in practice teaching? The perception of schools and students. South African Journal of Education, 25, 1-4. Williams, A. (1994). Perspectives on partnership: Secondary initial teacher training. London: The Falmer Press.
Year 2015, Volume: 2 , 40 - 42, 01.09.2015

Abstract

References

  • Cochran-Smith, M. (2004) The problem of teacher education. Journal of Teacher Education, 55(4), 295-299. Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. Cambridge University Press: UK. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Records, 103(6), 1013-155. Lingam, G. (2002). Practicum component: Preparation of teachers for the real world of work: Directions. Journal of Educational Studies, 24(1), 17-61. Maphosa, C., Shumba, A., & Shumba, J. (2007). Mentorship for students on teaching practice in Zimbabwe: Are student teachers getting a raw deal? South African Journal of Higher Education, 2, 296-307. Ngidi, D. P., & Sibaya, P. T. (2003). Student teacher anxieties related to practice teaching. South African Journal of Education, 23(1), 18-22 Perry, R. (2004). Teaching practice for early childhood: A guide for students (2nd ed.). London ; New York: Routledge. Quick, G. & Sieborger, R. (2005). What matters in practice teaching? The perception of schools and students. South African Journal of Education, 25, 1-4. Williams, A. (1994). Perspectives on partnership: Secondary initial teacher training. London: The Falmer Press.
There are 1 citations in total.

Details

Journal Section Articles
Authors

Nurcan Cansız This is me

Mustafa Cansız This is me

Publication Date September 1, 2015
Published in Issue Year 2015 Volume: 2

Cite

APA Cansız, N., & Cansız, M. (2015). THE CHALLENGES FACED BY PRESERVICE SCIENCE TEACHERS DURING TEACHING PRACTICE. The Eurasia Proceedings of Educational and Social Sciences, 2, 40-42.