Profiling the Beliefs of the Forgotten Teachers: An Analysis of Intern Teachers’ Frameworks for Urban Science Teaching

How Do Pre-Service Science Teachers’ Views on Science, Scientists, and Science Teaching Change Over Time in a Science Teacher Training Program?

“…Method courses, which are designed to influence beliefs (Briscoe and Stout 1996;Osisioma and Moscovici 2008) and teaching practices during pre-service training (Connor and Scharmann 1996), have been shown to be effective in the development of beliefs. The beliefs of experienced teachers changed during an in-service program that aimed to promote inquiry teaching (Luft 2001).…”

Teaching Science Inquiry in Urban Contexts: The Role of Elementary Preservice Teachers’ Beliefs

“…Case studies have been used to study preservice teacher efficacy (Yoon et al 2006) and science inquiry (Bianchini and Cavaros 2007;Bianchini and Colburn 2000;Osisioma and Moscovici 2008;Windschitl 2003). Two cases, specifically, which are convenience samples, provide insight about the role of teacher beliefs on inquiry-based practices.…”

“…However, the evidence in Vignette 1 suggests that she did not acquire the knowledge needed to effectively teach students about the rock cycle. While Jamie was willing to engage urban students in authentic science inquiry (i.e., providing students with accessible materials; allowing students to observe rock samples, Urban Rev (2011) 43:124-150 139 allowing students to manipulate models), these data suggest preservice teachers' ability to engage students in science inquiry is also dependent upon adequate content knowledge (Osisioma and Moscovici 2008).…”

“…During the practicum, preservice teachers usually worked with three other peers as one of them taught a mathematics or science lesson to elementary students in urban schools two half-days a week for the semester. We realize that one semester of methods and practicum may not be enough to impact preservice teachers' inquiry-based practices (Osisioma and Moscovici 2008). To compensate for this we provided study participants with four workshops (one per semester each year) that specifically engaged them in inquiry or authentic science tasks.…”

Teacher Candidates Perceptions of a Course Assignment Designed to Support a Teacher Performance Assessment

“…Early childhood teachers need a wide range of skills, knowledge and experience to support and guide young children in achieving high outcomes. Within teacher preparation programs, methods courses designed to influence practice have been shown to be effective (Osisioma & Moscovici, 2008). In order to prepare teacher candidates to work with children from birth to age 8, coursework in early childhood teacher preparation programs must provide them with the knowledge of the early learning process, child development, and academic content while supporting them in submitting and passing the required exams to become certified to teach.…”