Research studies have reported an overall positive change of attitude toward teaching science after prospective elementary teachers complete a science methods course. The studies also reveal an absence of a description of the attitude change from the individual participant's point of view. It was the purpose ofthis three-yearqualitative study to generate a framework of categories to describe perspective teachers' change ofattitude toward teaching science over the term of a science methods course. Participants were graduate change-of-career prospective elementary science teachers. Sources of narrative data were participants' science journal entries and post-lesson plan comments. 39
This case study was stimulated by involvement in a
teacher‐internship programme in which the induction of beginning
teachers into the profession was very inadequately guided. Their easy
acceptance of simplistic approaches to teaching, with minimal
accountability for results led the researchers to an appraisal of the
process of teacher preparation from the vantage point of cultural
induction, known to anthropologists as rites of passage. The study
concluded that the inadequacies as well as the possibilities for
improving teacher induction were highlighted by such a frame of
reference.
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