Primary Science Teaching – Is it Integral and Deep Experience For Students?
Integral and deep pedagogical content knowledge can support future primary teachers’ ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal unev...
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| Format: | Article |
| Language: | English |
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Sciendo
2016-12-01
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| Series: | Discourse and Communication for Sustainable Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/dcse-2016-0006 |
| _version_ | 1818754707334627328 |
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| author | Timoštšuk Inge |
| author_facet | Timoštšuk Inge |
| author_sort | Timoštšuk Inge |
| collection | DOAJ |
| description | Integral and deep pedagogical content knowledge can support future primary teachers’ ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers’ professionality. The aim of the study is to describe how future primary teachers reflect on their experiences about science teaching and what components of science pedagogical content knowledge they see as meaningful. A questionnaire and interviews were used. The results reveal the deep impact of teaching practice on students’ understanding of the role of a teacher in supporting pupils’ acquisition of scientific skills. The experiences described are related more to teaching and learning in general and less with science-specific factors. Nevertheless, students described changes in mission e.g. how they learned about their role through pupils’ achievements and thinking about science. Changes in professional identity were mentioned rarely but this could point to an underestimated resource issue for teacher education. Positive changes in professional identity may help students to decide to choose more integral strategies in science teaching and thus promote more sustainability oriented teaching. |
| first_indexed | 2024-12-18T05:27:32Z |
| format | Article |
| id | doaj.art-6dc5319458c44dd6a975bd7ab83307d0 |
| institution | Directory Open Access Journal |
| issn | 2255-7547 |
| language | English |
| last_indexed | 2024-12-18T05:27:32Z |
| publishDate | 2016-12-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Discourse and Communication for Sustainable Education |
| spelling | doaj.art-6dc5319458c44dd6a975bd7ab83307d02022-12-21T21:19:31ZengSciendoDiscourse and Communication for Sustainable Education2255-75472016-12-0171829910.1515/dcse-2016-0006dcse-2016-0006Primary Science Teaching – Is it Integral and Deep Experience For Students?Timoštšuk Inge0Tallinn University, EstoniaIntegral and deep pedagogical content knowledge can support future primary teachers’ ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers’ professionality. The aim of the study is to describe how future primary teachers reflect on their experiences about science teaching and what components of science pedagogical content knowledge they see as meaningful. A questionnaire and interviews were used. The results reveal the deep impact of teaching practice on students’ understanding of the role of a teacher in supporting pupils’ acquisition of scientific skills. The experiences described are related more to teaching and learning in general and less with science-specific factors. Nevertheless, students described changes in mission e.g. how they learned about their role through pupils’ achievements and thinking about science. Changes in professional identity were mentioned rarely but this could point to an underestimated resource issue for teacher education. Positive changes in professional identity may help students to decide to choose more integral strategies in science teaching and thus promote more sustainability oriented teaching.https://doi.org/10.1515/dcse-2016-0006education for sustainable developmentpedagogical content knowledgeprimary sciencestudent teachersteachers’ learning experiences |
| spellingShingle | Timoštšuk Inge Primary Science Teaching – Is it Integral and Deep Experience For Students? Discourse and Communication for Sustainable Education education for sustainable development pedagogical content knowledge primary science student teachers teachers’ learning experiences |
| title | Primary Science Teaching – Is it Integral and Deep Experience For Students? |
| title_full | Primary Science Teaching – Is it Integral and Deep Experience For Students? |
| title_fullStr | Primary Science Teaching – Is it Integral and Deep Experience For Students? |
| title_full_unstemmed | Primary Science Teaching – Is it Integral and Deep Experience For Students? |
| title_short | Primary Science Teaching – Is it Integral and Deep Experience For Students? |
| title_sort | primary science teaching is it integral and deep experience for students |
| topic | education for sustainable development pedagogical content knowledge primary science student teachers teachers’ learning experiences |
| url | https://doi.org/10.1515/dcse-2016-0006 |
| work_keys_str_mv | AT timostsukinge primaryscienceteachingisitintegralanddeepexperienceforstudents |