Preservice Teachers Defining "Self-As-Teacher": The Elementary Science Teaching Rationale

This study reviews allied literature and specific teacher educator behaviors that promote preservice teachers' development of a personalized, research-based elementary science teaching rationale (STR). Declaring absolutes is not the goal of the rationale. Rather, the goal is to initiate, among...

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Bibliographic Details
Published inJournal of elementary science education Vol. 16; no. 1; pp. 35 - 47
Main Authors Varrella, Gary F., Veronesi, Peter D.
Format Journal Article
LanguageEnglish
Published Curry School of Education, University of Virginia 01.10.2004
Western Illinois University
Subjects
Assignments
Cognitive Processes
College instruction
Educational research
Elementary School Science
Methods Courses
Preservice Teacher Education
Preservice Teachers
Reflective Teaching
Science education
Science Instruction
Science learning
Science teachers
Teacher Behavior
Teacher education
Teacher Educators
Teachers
Teaching Experience
Teaching Methods
Writing instruction
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Summary:This study reviews allied literature and specific teacher educator behaviors that promote preservice teachers' development of a personalized, research-based elementary science teaching rationale (STR). Declaring absolutes is not the goal of the rationale. Rather, the goal is to initiate, among preservice teachers, the lifelong professional disposition of thoughtful teaching based upon cycles of reflection on one's experiences, the literature, and research on effective science teaching. The authors have found that the STR, as a key assignment in their methods courses, encourages these desirable "habits of mind."
ISSN:1090-185X
2168-8753
DOI:10.1007/BF03174749