| This study was designed to elucidate the linkages between the classroom practices of four preservice science teachers preparing for licensure and their experiences in the elementary science preservice program at National Metropolitan Teachers' College. Two faculty members who had major responsibilities for planning and teaching in the program provided information about the program, their courses, and their philosophies.; Data were collected by observations in classrooms, personal interviews, examination of instructional materials, and videotaping of preservice teachers in classrooms. Since current educational reform emphasizes constructivism, the preservice teachers' attitudes and teaching behaviors were analyzed from a constructivist's perspective. Students enrolled in the preservice teachers classrooms also provided information about the perceptions of the class content and the learning environment.; The three key attributes addressed by the faculty members included a focus on developing positive attitudes toward science and science teaching, providing pedagogical content knowledge, and concern for personal characteristics of the preservice teachers.; Results indicated that the representative preservice teachers used a variety of instructional approaches to nurture students' positive attitudes toward science and to motivate student higher order thinking through hands-on experiences and cooperative learning. The influence of cooperating teachers was found to be significant. The attitudes and teaching behaviors held by the four preservice teachers matched reasonably well the teaching philosophy espoused by the teachers' college professors. The linkages between the science teacher preparation program and preservice teachers was found to be strong in developing positive attitudes toward science teaching. More attention needs to be paid to the curriculum structure in the schools and the continued growth of the cooperating teachers. |
