European Journal of Teacher Education volume 31, issue 3, P257-278 2008 DOI: 10.1080/02619760802208429 View full text
Annica Gullberg, Eva Kellner, Iiris Attorps, Ingvar Thorén, Roy Tärneberg

Abstract: Earlier reports have shown that prospective teachers' conceptions about teaching science to a high degree are resistant and do not change substantially during the teacher-training programme. In our investigation we elucidate the prospective teachers' initial conceptions about pupils' understanding of science and mathematics. We applied 'The Lesson Preparation Method' and used a phenomenographic approach in order to reveal the range of conceptions that the prospective teachers hold. A third of the prospective …

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