ABSTRACT

This study provided a phenomenological account of 22 pre-service elementary teachers’ experiences transitioning from being pre-service teachers learning the knowledge base about science instruction to teaching a physical science topic in a microteaching activity. This transition within a phase of the professional teacher continuum is just as crucial as the transitions pre-service teachers take along the professional teacher continuum. This transition provides experiences to make sense of their growing knowledge and skills for science instruction and navigating with the knowledge and skills in student teaching and beyond. Data about the first-time science teaching experiences were collected using an open-ended interview question. Other data included video recordings of each pre-service teacher’s 30-minute microteaching and the use of reflective prompts to verify pre-service teachers’ responses to the interview question. Analysis of interview transcripts, video recordings, and responses to reflective prompts revealed three themes: (1) finding a space for teacher-centered instruction; (2) reimaging the role of engagement and participation with scientific practices; and (3) seeking middle ground for science instruction. An important implication included the need for science teacher educators to help pre-service teachers mediate and internalize pedagogical discourses resulting from first-time science teaching experiences.

摘要

本研究对 22 名职前小学教师从学习科学教学知识库的职前教师转变为在微教学活动中教授物理科学主题的经历进行了现象学描述。专业教师连续体阶段内的这种转变与职前教师在专业教师连续体中的转变同样重要。这种转变提供了经验，使他们能够理解他们不断增长的科学教学知识和技能，并在学生教学及其他方面运用这些知识和技能进行导航。使用开放式访谈问题收集有关首次科学教学经验的数据。其他数据包括每位职前教师 30 分钟微教学的录像，以及使用反思提示来验证职前教师对访谈问题的回答。对访谈记录、视频记录和对反思性提示的回应的分析揭示了三个主题：(1) 为以教师为中心的教学寻找空间；(2) 通过科学实践重新定义参与和参与的作用；(3) 为科学教学寻求中间立场。一个重要的含义包括科学教师教育工作者需要帮助职前教师调解和内化第一次科学教学经验产生的教学话语。以及对反思性提示的回应揭示了三个主题：(1) 为以教师为中心的教学寻找空间；(2) 通过科学实践重新定义参与和参与的作用；(3) 为科学教学寻求中间立场。一个重要的含义包括科学教师教育工作者需要帮助职前教师调解和内化第一次科学教学经验产生的教学话语。以及对反思性提示的回应揭示了三个主题：(1) 为以教师为中心的教学寻找空间；(2) 通过科学实践重新定义参与和参与的作用；(3) 为科学教学寻求中间立场。一个重要的含义包括科学教师教育工作者需要帮助职前教师调解和内化第一次科学教学经验产生的教学话语。