| It is known to all that science and technology are playing increasingly important roles in modern society.So,it is a commonsense for science education all over the world to train top-ranked scientific and technological talents.Consequently,the student-teachers training plays an indispensable role in it.When it comes to the teacher’s research itself,the focus has shifted from the attentions on the external behaviors to the integration of inner thinking and external behaviors.It means that the beliefs of student-teachers in science have inevitably become an important perspective for science education and teacher training.Based on the role beliefs of Student-Teachers(ST)in Science Programs,it is of important significance for an in-depth analysis of these ST’s views on the norms and requirements of science teachers training.Focusing on the teacher’s role beliefs(TRB)of ST,the research uses the methodologies of literature analysis,interviews and textual analysis in all.Using a semi-structured interview with 22 ST majoring in Physics,Chemistry and Biology in University Z,and a total of nearly 450,000 words of corpus are obtained.Through the data coding and analyzing,the author got the whole picture of teacher’s role beliefs of ST in scientific programs,including the contents and structures,the process and stages and the influencing factors.Firstly,the research focuses on the contents and structures of the TRB of the ST in science at the actual levels.It is found that the TRB of the ST in science programs have four elements: cognitive dimension,moral and emotional dimension,identity and image dimension,and meaning and value dimension as well.By analyzing the TRB of the ST in science,the thesis found that there existed some contrasts and contradictions between the ST’s cognition in TRB.It showed that the interviewees emphasize not only on the concrete moral rules but also on not being deification;The interviewee emphasized the professionalism of science teachers,but not on the ability of educational research;They emphasize the literacy orientation of science education,but also the teaching of scientific knowledge.Secondly,it’s found that the beliefs of ST in science formed in three stages: the Ignorant Period,the Wandering Period,and the Orientation Period.In the stage of Ignorance,the ST got the fragmented cognition based on the apprenticeship observation,and the teacher’s role beliefs are formed by the ST’s personal cognition but lack of some deep thinking specifically.In this stage,ST were exposed to pedagogy for the first time,and the theoretical teaching modes made them doubt the significance of pedagogy knowledge.In the Wandering Period,the lab experiments and teaching practices help them the formation of teachers’ role beliefs.All kinds of practical activities are contributing to the accumulating the experiences of science education and the understanding of the science teachers.At last,when they are coming to the edge of the graduation,their cognition on the teacher’s role beliefs began to enter the Orientation Period.The ST in science constantly match their own abilities and the images of science teachers in their mind,and then to choose which way to go,to do scientific research,to be as science teachers or further their teacher education.Then the study summarizes the factors that influence the formation of the role beliefs,including pre-university educational experiences,theoretical learning,education and scientific practices,learning conceptions and strategies,and personal emotions.In the proposal section,the author put forward some strategies from both the school and individual perspectives.On the one hand,the university is suggested to adhere to the original missions of teacher education and to make a good balance between the influences of theoretical studies,educational practice and scientific practices.On the other,the ST in science are suggested to enhance their own sense of reflections,and pay more attention to the practical knowledge. |
PDF Full Text Request