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Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article
8 (June, 2007) Deborah CORRIGAN A frame for the development of preservice science teachers |
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Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article
8 (June, 2007) Deborah CORRIGAN A frame for the development of preservice science teachers |
Some implications
The intention throughout the chemistry education course at Monash University is to develop the best quality beginning chemistry teachers possible. In order to do this, a number of models have been used to help make it explicit to students (as well as myself) what are important knowledge, skills and attitudes that need to be developed in science teachers. While this paper deals with the knowledge domain, the development of skills and attitudes is equally important and has been detailed elsewhere (Corrigan, 2005).
What has been fundamental in this education process is the modeling of practice for the students. The articulation of what are the intentions of the course, the reflection and responsiveness to students’ reflections on their own learning, and the use of structured evaluation processes that have been clearly articulated to students, have been crucial elements in generating an environment where students are expected to be responsible for and articulate their own learning. The reflective tools have also been particularly important in capturing some evidence of the links preservice teachers see between theory and practice.
The models used in this course have helped student development as they can be used as diagnostic tools to know where students may be and also as developmental tools in aiding future development. However, the success of using such models rest on the reflective tools that are used to monitor student learning. While this course has used learning logs and portfolios as the major reflective tools, there are many more possibilities.
Teaching is a complex activity and learning to teach is even more so. While there are a number of possible models that can be used for the development of science teachers, their use can be enhanced through good modeling, clear articulation of intentions and reflection on the learning that takes place.
Copyright (C) 2007 HKIEd APFSLT. Volume 8, Issue 1, Article 8 (June, 2007). All Rights Reserved.
