An exploration of preservice teachers' experiences of the higher diploma in education and aspects of their subject matter knowledge.
Date
1995
Authors
Kelly, Victoria Louise
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Abstract
Three case studies were conducted involving Andrew, Ferrial and Mary. A number of
aspects relating to their experiences were explored and are described in this report. In
addition to their personal accounts, their views about the nature of science, science
teaching and learning were sought. The study also surveyed HDE students' knowledge
of certain concepts related to chemical bonding and acids and bases. The case studies
were observed during their teaching practice to establish how the aspects mentioned
above relate to their practices in the classroom. Data was collected through intervews,
journals, classroom observation both in their science methodology classes and during
teaching practice and diagnostic tests. It was found that school backgrounds influenced
Ferrial's and Mary's perceptions of the HDE programme. They both appreciated those
aspects of the metholodologies that were directly linked to preparation for teaching,
such as the mini lessons, test design, the practical work, and enriching their knowledge
of science concepts through discussing science content. Both were very anxious about
their competence in teaching science. They considered the assignment work excessive,
irrelevant, and frustrating and were sometimes not sure what was expected. Ferrial felt
.they were given too much work. Andrew, on the other hand did not seem to find any
problems. He liked the practical approach followed in the classes and appreciated the
suggestions made. His experiences were more of a personal nature and related to the
fact that he was engaged in part time teaching.
Their conceptions of science, teaching and learning were modified rather than changed
during the year of study. They were not always successful in trying out their theories
of teaching and learning and applying the suggestions made in the HDE courses because
such moves were sometimes unacceptable to their students or cooperating teachers. In
Andrew's situation implementation of suggestions were impeded by lack of appropriate
facilities.
It was also found from this study that student teachers had several erroneous ideas
about chemical bonding and acids and bases irrespective of the depth of their chemical
background. It was further found that discussing chemical bonding helped the students
change some of their ideas to more acceptable ones.
Description
Research report submitted to the Faculty of Science University of the Witwatersrand
Johannesburg, in part completion for the Master of Science Degree,
Keywords
Science teachers -- Training of -- South Africa., Science teachers -- In-service training -- South Africa., Science -- Study and teaching -- South Africa.