Developing Student Teachers Conception of Good Science Teaching Prior to Formal Teacher Education

Abstract

A CD-ROM comprising videos of exemplary science teaching was used to elicit student teachers conception of good science teaching at several stages a teacher education programme. It is found that the videos have served as an effective probe to elicit participants conceptions and had significant impact on those conceptions even prior to the commencement of formal instruction. The videos have reinforced, shaped and developed particpants conceptions of good science teaching through the provision of teacher models demonstrating exemplary teaching, extending awareness of alternative teaching approaches, providing proof of existence of good practices, etc. In several ways, the videos have also acted as a catalyst in socializing the transition of participants from the role of student to the role of teacher.