Physics for Teaching High School Physics: Views of Prospective Physics Teachers and Teacher Educators about Undergraduate Physics Study

Abstract

This paper explores the views of pre-service physics teachers and science teacher educators about the initial teacher education (ITE) programs in two Melbourne universities, focusing on their preparation for teaching high school physics. Using a qualitative interview approach, five pre-service physics teachers and three physics teacher educators were interviewed to generate data to develop an understanding of the role of undergraduate physics study in teaching high school physics, and to determine if science teacher educators’ views match with those of future high school physics teachers. Both groups of participants identified a number of issues which impact prospective physics teachers’ ability to teach high school physics, and offered suggestions to improve the undergraduate physics study. The findings provided insights into the varied needs of future physics teachers with diverse backgrounds, the inadequacy of their undergraduate physics study, the capacity of some other science courses, and suggestions to improve the preparation of high school physics teachers

Keywords

• Initial teacher education, preparation of physics teachers, pre-service science teachers, science teacher education, subject matter knowledge, undergraduate physics studies

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