The Problematic Nature of the Practicum: A Key Determinant of Pre-service Teachers' Emerging Inquiry-Based Science Practices

Journal of Science Teacher Education

Volumn 21, Issue 6, 2010, Pages 665-681

  Fazio, Xavier ^a   Melville, Wayne ^b   Bartley, Anthony ^b  

^a BROCK UNIVERSITY   (Canada)

^b LAKEHEAD UNIVERSITY   (Canada)

Author keywords

Practicum; Pre service science teachers; Scientific inquiry; Self efficacy

Indexed keywords

EID: 77956426157     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1007/s10972-010-9209-9     Document Type: Article

References (57)

1. Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13, 1-12.
2. Anderson, R. D. (2007). Inquiry as an organizing theme for science curricula. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 807-829). Mahwah, NJ: Lawrence Erlbaum Associates.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
4. Bandura, A. (2008). The reconstruct of "free will" from the agentic perspective of social cognitive theory. In J. Baer, J. C. Kaufman, & R. F. Baumeister (Eds.), Are we free? Psychology and free will (pp. 86-127). Oxford, UK: Oxford University Press.
5. Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40, 487-509.
6. Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72, 30-33.
7. Bencze, J. L., Bowen, G. M., & Alsop, S. (2006). Teachers' tendencies to promote student-led science projects: Associations with their views about science. Science Education, 90, 400-419.
8. Bogdan, R. C., & Biklen, S. N. (2003). Qualitative research for education (4th ed.). Toronto: Allyn & Bacon.
9. Clark, C. M. (2002). New questions about student teaching. Teacher Education Quarterly, 29, 77-80.
10. Clarke, A. (2001). Characteristics of cooperating teachers. Canadian Journal of Education, 26, 237-256.
11. Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 309-337). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
12. Colburn, A. (2004). Inquiring scientists want to know. Educational Leadership, 62, 63-66.
13. Council of Ministers of Education, Canada (CMEC). (1997). Common frameworks of science learning outcomes, K-12. Toronto, Canada: CMEC Secretariat.
14. Council of Ministers of Education, Canada (CMEC). (2004). Report on science III assessment: School achievement indicators program (SAIP). Toronto, Canada: CMEC Secretariat.
15. Crawford, B. A. (1999). Is it realistic to expect a preservice teacher to create an inquiry-based classroom? Journal of Science Teacher Education, 10, 175-194.
16. Crawford, B. A. (2007). Learning to teach science as inquiry. Journal of Research in Science Teaching, 44, 613-642.
17. Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed method. Thousand Oaks, CA: Sage Publications.
18. DeBoer, G. (1991). A history of ideas in science education: Implications for practice. New York, NY: Teachers College Press.
19. DeHaan, R. L. (2005). The impending revolution in undergraduate science education. Journal of Science Education and Technology, 14, 253-269.
20. Eick, C. J., & Reed, C. J. (2002). What makes an inquiry oriented science teacher? The influence of learning histories on student teacher role identity and practice. Science Education, 86, 401-416.
21. Erickson, F. (1998). Qualitative research methods for science education. In B. Fraser & K. Tobin (Eds.), The international handbook of science education (pp. 1155-1173). Dordrecht, Netherlands: Kluwer Press.
22. Fazio, X. (2002). Science teachers' beliefs about scientific inquiry: A research perspective. In D. Hodson (Ed.), OISE papers in STSE education (Vol. 3, pp. 207-220). Toronto, Canada: University of Toronto Press.
23. Grandy, R., & Duschl, R. A. (2007). Reconsidering the character and role of inquiry in school science: Analysis of a conference. Science & Education, 16, 141-166.
24. Gurvitch, R., & Metzler, M. W. (2009). The effects of laboratory-based and field-based practicum experience on preservice teachers' self-efficacy. Teaching and Teacher Education, 25, 437-443.
25. Hargrave, C. P., & Thompson, A. D. (2001). TEAMS: A science learning and teaching apprenticeship model. In D. R. Lavoie & W.-M. Roth (Eds.), Models of science teacher preparation: Theory into practice (pp. 31-47). Dordrecht, Netherlands: Kluwer Academic Press.
26. Hodson, D. (1998). Teaching and learning science: A personalized approach. London: Open University Press.
27. Hodson, D. (2008). Towards scientific literacy: A teachers' guide to the history, philosophy, and sociology of science. Amsterdam: Sense Publishers.
28. Jiménez-Aleixandre, M. P., & Erduran, S. (2008). Argumentation in science education: An overview. In S. Erduran & M. P. Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 3-29). Dordrecht, Netherlands: Springer.
29. Kang, N.-H. (2008). Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching. Teaching and Teacher Education, 24, 478-498.
30. Kim, H., & Hannafin, M. J. (2008). Situated case-based knowledge: An emerging framework for prospective teacher learning. Teaching and Teacher Education, 24, 1837-1845.
31. Le Cornu, R. (2009). Building resilience in preservice teachers. Teaching and Teacher Education, 25, 717-723.
32. Loughran, J., & Northfield, J. (1996). Opening the classroom door: Teacher, researcher, learner. London: Falmer Press.
33. Melville, W., Fazio, X., Bartley, A., & Jones, D. (2008). Experience and reflection: Preservice science teachers' capacity for teaching inquiry. Journal of Science Teacher Education, 19, 477-494.
34. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new ideas (2nd ed.). Beverly Hills, CA: Sage Publications.
35. National Council for Accreditation of Teacher Education (NCATE). (2008). Professional standards for the accreditation of teacher Preparation Institutions. Retrieved June 2, 2008, from http://www. ncate. org/documents/standards/NCATE%20Standards%202008. pdf.
36. National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press.
37. National Research Council (NRC). (2000). Inquiry and the national science educational standards. Washington, DC: National Academy Press.
38. Parkison, P. T. (2008). Field placement treatments: A comparative study. The Teacher Educator, 43, 29-45.
39. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
40. Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teacher's science teaching efficacy belief instrument. Science Education, 74, 625-637.
41. Roth, W.-M. (2001). Co-teaching is learning in praxis. In D. R. Lavoie & W.-M. Roth (Eds.), Models of science teacher preparation: Theory into practice (pp. 11-30). Dordrecht, Netherlands: Kluwer Academic Press.
42. Roth, W.-M. (2005). From normal to revolutionary science education. In K. Boersma, M. Goedhart, O. de Jong, & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 3-14). Dordrecht, Netherlands: Springer.
43. Russell, T., & Martin, A. K. (2007). Learning to teach science. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 1151-1178). Mahwah, NJ: Lawrence Erlbaum Associates.
44. Sadler, T. D. (2006). "I won't last three weeks": Preservice science teachers reflect on their student-teaching experiences. Journal of Science Teacher Education, 17, 217-241.
45. Sanders, M., Dowson, M., & Sinclair, C. (2005). What do associate teachers do anyway? A comparison of theoretical conceptualizations in the literature and observed practices in the field. Teachers College Record, 107, 706-738.
46. Schoon, K. J., & Sandoval, P. A. (1997). The seamless field experience model for secondary science teacher preparation. Journal of Science Teacher Education, 8, 127-140.
47. Smith, K., & Lev-Ari, L. (2005). The place of practicum in preservice teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33, 289-302.
48. Tabachnick, B. R., & Zeichner, K. M. (1999). Idea and action: Action research and the development of conceptual change teaching of science. Science Education, 83, 309-322.
49. Taber, K. S. (2000). Case studies and generalisability: Grounded theory and research in science education. International Journal of Science Education, 22, 469-487.
50. Watzke, J. L. (2003). Longitudinal study of stages of beginning teacher development in a field- based teacher education program. The Teacher Educator, 38, 209-229.
51. Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87, 112-143.
52. Windschitl, M. (2004). Folk theories of "inquiry:" How preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41, 481-512.
53. Windschitl, M., & Thompson, J. (2006). Transcending simple forms of school science investigations: The impact of preservice instruction of model-based inquiry. American Educational Research Journal, 43, 783-835.
54. Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model- based inquiry as a new paradigm of preference for school science investigations. Science Education, 92, 941-967.
55. Woolfolk Hoy, A., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356.
56. Yager, R. E. (1990). Science student teaching centers. Journal of Science Teacher Education, 1, 61-65.
57. Zemba-Saul, C., Blumenfeld, P., & Krajcik, J. (2000). Influence of guided cycles of planning, teaching, and reflection on prospective elementary teachers' science content representations. Journal of Research in Science Teaching, 37, 318-339.