This study analyzed elementary preservice teachers' (PST) participation in an equity-oriented digital clinical simulation administered in a science methods course. Using the Teacher Moments' open access platform, PSTs completed the simulation, To Intervene or Not, about two students from historically minoritized communities who appeared disengaged…

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education…

This study used identity as a framework to understand how preservice science teachers develop the reform-minded ideas inherent in science-specific reforms. Six participants systematically reflected about their reform-based and field lessons taught during a methods course and field lessons taught during student teaching. Patterns in their…

Students' reactions to the intersection between ongoing experiences in the university classroom and student teaching constitute the formative component of learning assessment called "self-assessment." Student reactions, captured via file cards and reflective journals, constituted evidence for final "self-evaluation," the summative component of…

Dispositions supporting the teaching of science as structured inquiry by four elementary candidates are presented. Candidates were studied during student teaching based on their positive attitudes toward teaching science with reform-based materials in their methods course. Personal learning histories informed their attitudes, values, and beliefs…

Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students based on the select application of National Science Teachers Association's National Standards for Science Teacher Preparation. Methods students completed a resume, an interview on pedagogical preferences, and a learning styles survey…

This study describes the influence of a secondary science methods program on secondary science preservice teachers' views and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were three cycles of practice teaching and reflection in which the preservice teachers focused on key…

Teachers required to use an Elementary Science Study (ESS) unit during student teaching tended to use more of the techniques advocated by ESS in their own classes one year later than did teachers allowed to plan their own approach during student teaching. (AL)

Reports on conference of public school and university personnel in which the improvement of preparation of prospective science teachers was the topic. Lists of suggestions are divided into the categories (1) secondary science methods courses, (2) student teaching, and (3) university-public school relationships. (CP)

Analyzes science teaching on the basis of results of an assessment instrument which was administered to 283 preservice elementary teachers immediately following their teaching experience. Indicates that the brightest hope for the future is greatly dependent upon implementation of teacher education in colleges or universities. (CC)

A secondary science teacher education program at University of Iowa is outlined. The three required methods courses and the student teaching component are described, as well as supervision of preservice teachers by cooperating teachers and university faculty. (IAH)

Reported is an investigation to determine and compare the effectiveness of two techniques of teaching a science methods course in secondary education to prospective student teachers. Two methods were used: (1) an especially prepared methods course without teacher aide experience; and (2) an especially prepared methods course with teacher aide…

Cohorts and expanded field experiences are two structures intended to promote reflective thinking in preservice teacher education programs. In this paper, two science methods classes are compared. One class had expanded field experiences and was organized as a cohort. The second was a more traditionally structured class that was not in a cohort…

Effects of student participation in a science methods course with and without extensive experiences with children on changes in open- and closed-mindedness and in attitudes toward science were studied among nine sections of pre-service elementary education majors. Seven sections received regular course instruction, and two were provided with…