The Problematic Nature of the Practicum: A Key Determinant of Pre-service Teachers’ Emerging Inquiry-Based Science Practices |
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Authors: | Xavier Fazio Wayne Melville and Anthony Bartley |
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Institution: | (1) Faculty of Education, Brock University, 500 Glenridge Avenue, St. Catharines, ON, L2S 3A1, Canada;(2) Faculty of Education, Lakehead University, Thunder Bay, ON, Canada |
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Abstract: | This article disseminates findings from a multi-year study regarding secondary preservice science teachers’ perceptions toward
inquiry-based science teaching, and the extent these perceptions are augmented by their practicum. While findings indicated
that preservice teachers did improve their understanding and capability of using scientific inquiry due to their methods course,
the role of practicum in supporting their newly developed perceptions was problematic. Issues ranging from associate teacher
subjugation, availability of resources, time constraints, and the need to address curriculum standards were the most commonly
cited reasons for preservice teachers’ difficulty in creating an inquiry-based environment during their practicum. Implications
are presented highlighting the importance of practicum experiences as a key determinant of pre-service science teachers’ emerging
inquiry-based science views and practices. |
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Keywords: | |
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