Pre-Service Science Teachers’ Images about Their Past and Future Classrooms: Scratches from Indonesian Teacher Training Program at Islamic University

Year 2019, Volume: 7 Issue: 3, 459 - 480, 15.09.2019

Muhamad Imaduddin , Anggun Zuhaida Fitria Fatichatul Hidayah

https://doi.org/10.17478/jegys.549257

Cited By: 5

Abstract

This study explores the science class
experiences of pre-service science teachers (PSTs) and reveals their images of
own future classrooms. In addition, the discussion leads to the relationship
between teaching style based on their images, gender, the type of educational
background, the meaningfulness of science subjects, the response to school
teacher’s classroom in the past, and the desire to be a science teacher in the
future. This study involved 176 first-year pre-service science teachers taking
the teacher training program at two Islamic Universities. Data collection used
the modified Draw-A-Science Teacher Test Checklist (DASTT-C) instrument. The
results showed that the teaching style drawn by pre-service teachers was
dominated by teacher-centered (65%), neither student-centered nor
teacher-centered (24%), and student-centered (11%). There is no significant
relationship between teaching style and gender, the type of institution at the
previous level, the meaningfulness of science subjects, and the desire to be a
science teacher in the future, but the description of their teaching style has
a significant relationship with their responses to school-science teachers’
instruction. The response of PSTs to their past learning leads to how they
present the future learning environment.

Keywords

Pre-service science teachers, Draw-A-Science Teacher Test Checklist instrument, Teacher training program, Teaching style, Teachers’ image

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