Teachers tend to implement traditional old-fashioned instructional practices while they teach. This argument led to a continues research issue and question about the effect of teacher preparation program on pre-service science teachers' instructional practices. More specifically, how the different courses, pathways and clinical practicum affect the strategies that pre-service science use while they teach science? And how these strategies developed and changed during the preparation period?
The current study examines the efficacy of an Academia Kita learning communities which is an important component practicum course of science teacher preparation program designed to train elementary level science teachers. This program lasted approximately one academic year and involved interaction between three parties: a pre service science teacher, an in-service science teacher, and an academic supervisor.
We used a mixed methods approach involving self-administered questionnaires, real time classroom observations, and semi-structured interviews to answer the following research questions: How are pre-service science teachers’ instructional practices affected after participation in the interactive practicum course? To what extent are pre service science teachers’ instructional practices aligned with Portfolio of Lesson Plans (2018) and in spirit of NGSS (NGSS Lead States, 2013)? And which components of the practicum course were responsible for the change(s) in pre-service science teachers’ teaching practices?
The results of the current study indicated that the interactive practicum course helped the pre-service elementary science teachers shift from traditional teacher-centred science instructional practices (SIP) to new up to date student-centred in accordance to Portfolio of Lesson Plans (2018) and in spirit of NGSS (NGSS Lead States, 2013) SIP, and that the third stage of the practicum course, which includes triangulation between the pre-service teacher, the tutor, and the academic supervisor, and was the most influential step in the course, affecting the pre-service science teachers’ SIP and causing them to change their SIP.
Keywords: elementary science education; next generation science standards; pre service science teacher; science instructional practices; teacher preparation program
2 Introduction and Rationale
Science teacher preparation programs in general and practicum courses in particular, play an important role in science education systems and in improving the quality of education (Carrier et al., 2017; Dabney et al., 2020; Lippard et al., 2018; NSTA, 2012; 2017). Sahlberg (2012, p. 1) emphasized that “research and experience both suggest one factor that trumps all others: excellent teachers”, this clearly indicates that preparing excellent teachers who are updated and use the new era instructional practices must be the goal for and teacher preparation program. Mamlok-Naaman et al. (2007) indicated that science teacher plays an essential role in structuring and guiding students’ understandings of the changing world in which they live. One and essential path to bring science teacher to be able to play that important role, is to involve preservice teachers in training and preparation pathway that upgrade them in various aspects including personal, pedagogical, professional, and up-to-date science instructional practices before they start science teaching career.
Clinical experiences and practicum courses are considered as a key component—even “the most important” component of—pre-service teacher preparation (Cochran-Smith & Zeichner, 2005; Darling-Hammond, 2006; Darling-Hammond & Bransford, 2005; Levine, 2006; National Council for Accreditation of Teacher Education [NCATE], 2010; National Council for Teacher Quality [NCTQ], 2011, p. 3). Musset (2010) draws an important correlation between teacher preparation and student outcomes that aligns with the findings of the OECD (2005, p. 26), suggesting “quality of teaching” as “the single most important school variable influencing student achievement.” A well-designed practicum courses which bring pre-service science teachers to change their teaching practices and to use new era science instructional practices will fulfil this target (Iordanou & Constantinou, 2014).
Many countries experience difficulties in the appointment and retention of effective
