In this action research work, I analyze the theory-practice integration in teacher preparation within the context of a science and technology (S&T) education teaching methodology course aimed at future elementary teachers. The course was designed, developed and evaluated taking into account this relationship as one of its axes. The results…

The aim of this study was to identify the needs of third grade classroom teaching students about science teaching course in terms of Parlett's Illuminative program evaluation model. Phenomographic research design was used in this study. Illuminative program evaluation model was chosen for this study in terms of its eclectic and process-based…

This article details a field-based methods course for preservice teachers that has been designed to integrate shared teaching experiences in elementary classrooms with ongoing critical dialogues with a focus on highlighting the complexities of teaching. I describe the structure of the course and explore the use of coteaching and cogenerative…

Reflecting recent policy and standards initiatives, emerging research agendas, and key innovations, this volume provides a contemporary overview of important developments and issues that have that have in recent years shaped elementary science education pre-service courses and professional development, and practices that are shaping future…

Understanding how people learn is the foundation of informed teaching, yet it is difficult for teachers to articulate and effectively use. This study investigated how two preservice teachers' conceptions of learning theories transferred to their decisionmaking during student teaching. This paired-sample case study examined Research-Based Framework…