Prospective Teachers' Initial Conceptions about Pupils' Understanding of Science and Mathematics

Autor/inn/en	Gullberg, Annica; Kellner, Eva; Attorps, Iiris; Thoren, Ingvar; Tarneberg, Roy
Titel	Prospective Teachers' Initial Conceptions about Pupils' Understanding of Science and Mathematics
Quelle	In: European Journal of Teacher Education, 31 (2008) 3, S.257-278 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Knowledge Base for Teaching; Pedagogical Content Knowledge; Teaching Methods; Preservice Teachers; Student Teacher Attitudes; Mathematics Achievement; Science Achievement; Phenomenology; Longitudinal Studies; Questionnaires; Lesson Plans; Teacher Competency Testing; Foreign Countries + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Phenomenological psychology; Phänomenologie; Psychologie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Lesson planning; Unterrichtsplanung; Ausland
Abstract	Earlier reports have shown that prospective teachers' conceptions about teaching science to a high degree are resistant and do not change substantially during the teacher-training programme. In our investigation we elucidate the prospective teachers' initial conceptions about pupils' understanding of science and mathematics. We applied "The Lesson Preparation Method" and used a phenomenographic approach in order to reveal the range of conceptions that the prospective teachers hold. A third of the prospective teachers did not consider pupils' conceptions when planning lessons. The rest of the 32 participants expressed awareness; some of the prospective teachers even referred to subject-specific teaching experience. Also regarding the prospective teachers' conceptions about pupils' knowledge and beliefs, as well as about pupils' difficulties, there was a significant diversity. By raising these issues about pedagogical content knowledge the prospective teachers' conceptions can be extended and developed during the education. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10