Influences of Teacher Preparation Program on Preservice Science Teachers’ Beliefs

Prasart Nuangchalerm, Veena Prachagool

Abstract


Teacher preparation program is routinely make decisions regarding the best pedagogical methods from field experience studies, it can alter students’ understandings about academic content and some characteristics through professional practices. This study tries to investigate the extent to which individuals learning to be teachers feel what preservice teachers are capable of performing the pedagogical practices. Sixty seven preservice science teachers were described the influences of teacher preparation. Results indicated that preservice teachers enrolled in professional experiences courses perceived themselves as less capable of performing persuasive pedagogical practices than more generally accepted practices. In addition, preservice teachers perceived they were more capable of altering students’ knowledge about content than at modifying their beliefs about content. Implications for research and practice are forwarded.


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International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

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