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The aim of this research is to identify the problems faced by the pre-service science teachers in the process of school practice, and to determine possible solutions. School practice is very important in establishing theory-practice relationships for the candidate teachers. A qualitative design was employed for this research study. The participants of this study were 14 pre-service science teachers who pursued in their studies in the academic year period of 2016-2017. A semi-structured interview form was used as a data collection tool. In the research findings, it was revealed that the teachers had problems in planning the teaching during its practice. During the application of teaching, in addition, deficiencies in teaching methods, techniques and measurement and evaluation methods used by candidate teachers were observed. It was found that the pre-service teachers used most likely experimental pre-service science teachers used more traditional assessment tools.
2013 •
The purpose of the study was to assess pre-service teachers' competencies in teaching basic school science curricula, and the challenges they encountered in teaching basic school science. A case study approach was used as the research design, which is qualitative in nature. Forty (40) research pre-service teachers were selected for the study to gain a deeper understanding of the phenomenon under investigation. The researchers used interviews and observation schedules. An observation checklist was also used during the macro-teaching to collect data by ticking appropriately between 1 and 5 on a Likert ranking scale list of the competencies pre-service teachers exhibited in the teaching process. The semi-structured interview schedule called the preservice teachers' interview schedule (PTIS) consisted of open-ended interview questions. The interview was audiotaped, coded, and edited to find similar themes that emerged. The interview for each research participant lasted for 15-20 minutes. Thematic analysis was used to examine the data from the interviews and classroom observations. The study findings revealed that preservice teachers demonstrated knowledge and understanding of lesson planning and delivery. Most of the schools visited for the study showed a paucity of curriculum materials for science teaching. It is therefore recommended that the government of Ghana provide adequate curriculum materials for basic school science teaching. Pre-service teachers should produce no-cost and low-cost improvised teaching and learning materials as project work. This will reduce the challenge of teaching and learning materials
Asia Pacific Higher Education Research Journal (APHERJ)
Pre-service science teachers’ conceptions of the nature of science and its relationship to classroom practice2015 •
The Educator Journal
Practices of Pre-service Science Teacher Education Program: Review and ReflectionThis paper aims to examine the effectiveness of the pre-service teacher practicum program of M. Ed level from the perspective of the campus supervisor of Gorkha Campus, Gorkha. There were altogether six students who appeared in the practicum program, and the researcher was their internal mentor for them. The teaching practice (practicum) program was conducted for about two months in six phases (four on-campus and two in cooperative schools). Based on peer observation and researcher observation analysis for each student-teacher classroom, five findings were identified and interpreted as Technological Pedagogical and Content Knowledge (TPACK) and related other theories. The analysis indicated that the theoretical, pedagogical knowledge was not much implemented in teaching. Their teaching was more traditional without ICT except for on-campus teaching practice. The obtained pedagogical and content knowledge was not tried to link their teaching with life-world knowledge, except a few stu...
Asia Pacific Journal of Multidisciplinary Research
Pre-Service Teachers Methods of Teaching ScienceThe study described the teaching methods used by pre-service teachers in Science. It focused on the strategies, techniques, materials, innovative methods and pattern of teaching science used by the pre-service teachers as described in their lesson plans. The qualitative and quantitative design was used in the study. The books, teacher handouts from classroom lectures were the sources of methods, strategies and techniques. The chalkboard and self-made drawings and charts were the materials often used. Conventional methods like lecture, open class discussion and demonstration were commonly employed. The strategies included group discussion, use of motivating questions and stories to arouse the interest of students. The direct eye contact, body expressions, jokes and news/trivia were frequent techniques. Integration of values in the lesson became less as the year level increases. The pattern of teaching drawn followed the formal style: I Objectives, II Subject matter, III Learning Tasks, IV Synthesis of the lesson, V Assessment and VI Enrichment. The conventional method and pattern of teaching by the pre-service teachers of PSU suggest that students in the College of Teacher Education should be trained to be more innovative and open in trying out more advanced teaching methods. Furthermore, PSU science pre-service teachers should use methods which can develop higher order thinking skills among high school students.
International Journal of Research in Education and Science
Pre-Service Science Teachers’ Perceptions of Their Pedagogical Knowledge and Pedagogical Content Knowledge2021 •
The purpose of the present study was to investigate pre-service science teachers’ perceptions of science teaching. To this end the participants’ perceptions of their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate how pre-service science teachers’ perceptions were differed according to their level of achievement regarding PK and PCK. 176 fourth year pre-service science teachers participated in the study. The design of the study was planned as a survey and three scales were given to the participants to collect data. The data obtained from the scales were analyzed using both descriptive and inferential statistics. The results of the study revealed that pre-service science teachers perceived themselves as competent in terms of both PK and PCK. When components of PK were examined, participants’ perceptions were high regarding classroom management, learners and learning, lesson planning and assessment. With respec...
2006 •
Journal of Education in Black Sea Region
Pre-Service Teachers’ Assessment of Student Learning In Science Education2019 •
Procedia - Social and Behavioral Sciences
Preservice science teachers' ability to identify good teaching practices2010 •
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