Preservice Teachers' Beliefs about Teaching and Learning Science Through Field Experience

Abstract

The purpose of this study was to explore two preservice teachers' beliefs and practices about teaching and learning science in the classroom, real teaching contexts. Data were collected through survey, questionnaire, interviews, and class observations with fieldnotes for triangulation. Preservice teachers' belief system consisted of two domains; one was the foundational and very common domain and the other was specific one depending on personal experience and interest. About belief change during field experience, participants did not display critical change during field experience. The relationship between beliefs and practices displayed by participants were consistent and inconsistent depending on teaching context. Finally, mentor teachers' influence on preservice teachers was identified as critical one in preservice teachers¡¯ forming beliefs. Implication was possible in teacher education in that preservice teachers are necessary to have opportunities to reflect on their beliefs and practices in the real context of teaching long enough, such as field experience, so that they have enough time to form and structure beliefs about teaching and learning science firmly.