An exploration of preservice teachers' experiences of the higher diploma in education and aspects of their subject matter knowledge.

[摘要] Three case studies were conducted involving Andrew, Ferrial and Mary. A number ofaspects relating to their experiences were explored and are described in this report. Inaddition to their personal accounts, their views about the nature of science, scienceteaching and learning were sought. The study also surveyed HDE students' knowledgeof certain concepts related to chemical bonding and acids and bases. The case studieswere observed during their teaching practice to establish how the aspects mentionedabove relate to their practices in the classroom. Data was collected through intervews,journals, classroom observation both in their science methodology classes and duringteaching practice and diagnostic tests. It was found that school backgrounds influencedFerrial's and Mary's perceptions of the HDE programme. They both appreciated thoseaspects of the metholodologies that were directly linked to preparation for teaching,such as the mini lessons, test design, the practical work, and enriching their knowledgeof science concepts through discussing science content. Both were very anxious abouttheir competence in teaching science. They considered the assignment work excessive,irrelevant, and frustrating and were sometimes not sure what was expected. Ferrial felt.they were given too much work. Andrew, on the other hand did not seem to find anyproblems. He liked the practical approach followed in the classes and appreciated thesuggestions made. His experiences were more of a personal nature and related to thefact that he was engaged in part time teaching.Their conceptions of science, teaching and learning were modified rather than changedduring the year of study. They were not always successful in trying out their theoriesof teaching and learning and applying the suggestions made in the HDE courses becausesuch moves were sometimes unacceptable to their students or cooperating teachers. InAndrew's situation implementation of suggestions were impeded by lack of appropriatefacilities.It was also found from this study that student teachers had several erroneous ideasabout chemical bonding and acids and bases irrespective of the depth of their chemicalbackground. It was further found that discussing chemical bonding helped the studentschange some of their ideas to more acceptable ones.

[发布机构] University of the Witwatersrand