Pre-service chemistry teachers' expectations and experiences in the school experience Course
Australian Journal of Teacher Education, cilt.37, sa.2, ss.40-57, 2012 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 37 Sayı: 2
- Basım Tarihi: 2012
- Doi Numarası: 10.14221/ajte.2012v37n2.5
- Dergi Adı: Australian Journal of Teacher Education
- Derginin Tarandığı İndeksler: Scopus
- Sayfa Sayıları: ss.40-57
- Gazi Üniversitesi Adresli: Hayır
Özet
The purpose of this study is to investigate prospective chemistry teachers' expectations and experiences of teaching practice. Six (four females and two males) pre-service chemistry teachers taking a School Experience II course participated in the study. A case study design was employed. The data were collected from multiple sources including observations, lesson plans, and semi-structured interviews before and after the school experience course. Pre-service teachers' expectations and experiences were categorized regarding the faculty, placement school, and teaching practice. It was found that school experience courses are crucial for pre-service teachers in deciding whether to continue in the teaching profession. It is also concluded that the harmony between pre-service teachers' expectations of and experiences in the school experience course had an influence on their opinions related to the teaching profession.