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

Yıl 2019, Cilt: 7 Sayı: 3, 459 - 480, 15.09.2019

Muhamad Imaduddin , Anggun Zuhaida Fitria Fatichatul Hidayah

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

Cited By: 5

Öz

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.

Anahtar Kelimeler

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

Kaynakça

• Alkan, F., & Altundağ Koçak, C. (2015). The Role of Technology in Science Teaching Activities: Web Based Teaching Applications. Journal for the Education of Gifted Young Scientists, 3(2), 1–7. https://doi.org/http://dx.doi.org/10.17478/JEGYS.2015213531
• Anderson, L. M., & Holt-Reynolds, D. (1995). Prospective Teachers’ Beliefs and Teacher Education Pedagogy : Research Based on a Teacher Educator ’ s Practical Theory. East Lansing.
• Asmara, A. P. (2016). Kajian Integrasi Nilai-nilai Karakter Islami dengan Kimia dalam Materi Kimia Karbon. Jurnal Pendidikan Sains, 04(02), 1–11.
• Barker, P., Schaik, P. Van, & Hudson, S. (1998). Mental Models and Lifelong Learning. Innovations in Education & Training International, 35(4), 310–318. https://doi.org/10.1080/1355800980350406
• Boholano, H. B. (2017). Smart Social Networking: 21st Century Teaching and Learning Skills. Research in Pedagogy, 7(1), 21–29. https://doi.org/10.17810/2015.45
• Calderhead, J., & Robson, M. (1991). Images of Teaching: Student Teachers’ Early Conceptions of Classroom Practice. Teaching & Teacher Education, 7(1), 1–8.
• Carnes, G. N. (2003). Interpreting Elementary Teacher Candidates’ Images of Science Teaching. In Proceedings of the Hawaii International Conference of the Association for the Education of Teachers in Science.
• Chambers, D. W. (1983). Stereotypic Images of the Scientist : The Draw-A-Scientist Test. Science Education, 67(2), 255–265.
• Chudgar, A., & Sankar, V. (2008). The relationship between teacher gender and student achievement : evidence from five Indian states. Compare : A Journal of Comparative and International Education, 38(5), 627–642. https://doi.org/10.1080/03057920802351465
• Conley, L., De Beer, J., Dunbar-Krige, H., Du Plessis, E., Gravett, S., Lomofsky, L., … Van der Merwe, M. (2010). Becoming a Teacher. Cap Town: Pearson.
• Edwards-Leis, C. (2012). Challenging learning journeys in the classroom : Using mental model theory to inform how pupils think when they are generating solutions. In PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012 (pp. 153–162). Linköping University Electronic Press.
• Elmas, R., Demirdogen, B., & Geban, Ö. (2011). Preservice Chemistry Teachers ’ Images About Science Teaching in Their Future Classrooms. H. U. Journal of Education, 40, 164–175.
• Finson, K. D., Beaver, J. B., & Cramond, B. L. (1995). Development and Field Test of a Checklist for the Draw-A-Scientist Test. School Science and Mathematics, 95(4), 195–205.
• Go, Y., & Kang, J. (2015). Early childhood pre-service teachers’ self-images of science teaching in constructivism science education courses. Asia-Pacific Forum on Science Learning and Teaching, 16(2), 1–25.
• Goodenough, F. (1926). Measurement of intelligence by drawing. New York: World Book Co.
• Green, R., & Greive, C. (2007). Factors that Influence The Desire to Become Teachers of Technology: An Australian study. TEACH Journal of Christian Education, 1(1), 033–044.
• Greetz, C. (1989). Abangan, Santri, Priyayi dalam Masyarakat Jawa, terj. Aswab Mahasin. Jakarta: Pustaka Jaya.
• Hinkle, D. E., Wiersma, W., & Stephen, G. J. (2003). Applied Statistics for the Behavioral Sciences. Boston: Houghton Mifflin Company.
• Holbrook, J. (2017). 21st Century Skills and Science Learning Environment. In K. S. Taber & B. Akpen (Eds.), Science Education: An International Course Companion (pp. 385–401). Rotterdam, The Netherlands: Sense Publisher.
• Imaduddin, M. (2017). Mendesain Ulang Pembelajaran Sains Anak Usia Dini yang Konstriktif melalui STEAM Project-Based Learning yang Bernuansa Islami. In Proceeding AnCoMS 2017: 1st Annual Conference for Muslim Scholars (pp. 950–958). Surabaya: Kopertais Wilayah IV Surabaya.
• Imaduddin, M., & Khafidin, Z. (2018). Ayo Belajar IPA dari Ulama: Pembelajaran Berbasis Sosi-Scientific Issues di Abad ke-21. Thabiea: Journal of Natural Science Teaching, 01(02), 102–120.
• Kardanova, E., Ponomaryova, A., Safuanov, I., & Osin, E. (2014). Comparative Study of Secondary School Mathematics Teachers’ Beliefs and Practices in Russia , Estonia and Latvia. Educational Studies, (2), 1–30.
• Kaya, N. G., & Ataman, A. (2017). Effectiveness of Teacher Education Program Developed for Teachers of Gifted Students. Journal for the Education of Gifted Young Scientists, 5(4), 1–30. https://doi.org/http://dx.doi.org/10.17478/ JEGYS.2017.67
• Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 24 Tahun 2016 tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran pada Kurikulum 2013 pada Pendidikan Dasar dan Pendidikan Menengah (2016). Indonesia.
• Khairunnisa, K. (2015). Pemetaan Nilai-Nilai Karakter Bangsa pada Konsep IPA di MI (Studi Analisis Kompetensi Dasar Mata Pelajaran IPA MI pada Kurikulum 2013 ). In Seminar Nasional XII Pendidikan Biologi FKIP UNS 2015 (pp. 67–72). Surakarta: Pendidikan Biologi FKIP Universitas Sebelas Maret.
• Khoiri, A., Agussuryani, Q., & Hartini, P. (2017). Penumbuhan Karakter Islami melalui Pembelajaran Fisika Berbasis Integrasi Sains-Islam. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 02(1), 19–31. https://doi.org/10.24042/tadris.v2i1.1735
• Kuh, G. D., Laird, T. F. N., & Umbach, P. D. (2004). Aligning Faculty Activities. Liberal Education, 90(4), 24–31.
• Laird, T. F. N., Garver, A. K., & Niskodé, A. S. (2007). Gender Gaps : Understanding Teaching Style Differences Between Men and Women. In the Annual Meeting of the Association for Institutional Research, June 2 – June 6, 2007 (pp. 1–28). Kansas City: MO.
• Liu, R., Qiao, X., & Liu, Y. (2006). A paradigm shift of learner-centered teaching style: Reality or illusion? Arizona Working Papers in Second Language Acquisition and Teaching, 13, 77–91.
• Lumpe, A., Czerniak, C., & Haney, J. (2012). Beliefs about Teaching Science : The relationship between elementary teachers ’ participation in professional development and student achievement. International Journal of Science Education, 34(2), 153–166. https://doi.org/10.1080/09500693.2010.551222
• Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Science. Boston.
• Minarno, E. B. (2017). Integrasi Sains-Islam dan Implementasinya dalam Pembelajaran Biologi. In Seminar Nasional Teknologi Informasi, Komunikasi dan Industri (SNTIKI) 9 (pp. 664–669). Pekanbaru: Fakultas Sains dan Teknologi, UIN Sultan Syarif Kasim Riau Pekanbaru.
• Namsone, D. (2002). The Science Teacher in The Situation of Changing Educational Paradigm. Journal of Baltic Science Education, (2), 31–39.
• Natsir, N. F. (2007). Peningkatan Kualitas Guru dalam Perspektif Pendidikan Islam. Educationist, 1(1), 20–27.
• Nespor, J. (1987). The role of beliefs in the practice of teaching The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.
• Noor, F. M. (2012). Integrasi-interkoneksi Keilmuan Sains dan Islam dalam proses Pembelajaran Fisika. In Seminar Nasional Fisika dan Pendidikan Fisika (pp. 303–312). Surakarta: Program Studi Pendidikan Fisika Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret.
• Norman, D. A. (1983). Some observations on mental models. In D. Gentner & A. L. Stevens (Eds.), Mental models (pp. 7–14). Hillsdale, New Jersey: Erlbaum Associates.
• Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research : Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332.
• Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227.
• Rahimi, M., & Asadollahi, F. (2012). Teaching Styles of Iranian EFL Teachers : Do Gender , Age , and Experience Make a Difference ? International Journal of English Linguistics, 2(2), 157–164. https://doi.org/10.5539/ijel.v2n2p157
• Sabbe, E., & Aelterman, A. (2007). Gender in teaching : a literature review. Teachers and Teaching: Theory and Practice, 13(5), 521–538. https://doi.org/10.1080/13540600701561729
• Sailin, S. N., & Mahmor, N. A. (2018). Improving Student Teachers’ Digital Pedagogy through Meaningful Learning Activities. Malaysian Journal of Learning and Instruction, 15(2), 143–173.
• Salahuddin, M. (2014). Model Pengembangan Pendidikan Tinggi Islam di Indonesia. Jurnal Studi Keislaman, 18(1), 121–138.
• Scheurs, J., & Dumbraveanu, R. (2014). A shift from teacher centered to learner centered approach. International Journal of Engineering Pedagogy, 4(3), 36–41. https://doi.org/10.3991/ijep.v4i3.3395
• Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., … Laporta, T. (1999). Beginning Teachers : Beliefs and Classroom Actions. Journal of Research In Science Teaching, 36(8), 930–954.
• Tannen, D. (1991). You Just Don’t Understand: Women and Men in Conversation. New York: Ballantine Books.
• The OECD Programme for International Student Assesment, P. (2016). PISA 2015 Results in Focus. OECD. https://doi.org/10.1787/9789264266490-en
• Thomas, J. A., Pedersen, J. E., & Finson, K. (2001). Validating the Draw-A-Science-Teacher-Test Checklist ( DASTT-C ): Exploring Mental Models and Teacher Beliefs Models and Teacher Beliefs. Journal of Science Teacher Education, 12(3), 295–310.
• Tobin, K., Briscoe, C., & Holman, J. R. (1990). Overcoming Constraints to Effective Elementary Science Teaching. Science Education, 74(1988), 409–420.
• United Nations Educational, & Scientific and Cultural Organization. (2016). UNESCO Science Report Towards 2030 (Second rev). Paris: United Nations Educational, Scientific and Cultural Organization. https://doi.org/9789231001291
• Warsono, W. (2017). Guru: Antara Pendidik, Profesi, dan Aktor Sosial. The Journal of Society & Media, 1(1), 1–10.
• Yilmaz, H., Turkmen, H., Pedersen, J. E., & Cavas, P. H. (2007). Evaluation of pre-service teachers ’ images of science teaching in Turkey, 8(1), 1–20.