Article

Journal of Science Teacher Education

, Volume 18, Issue 3, pp 399-421

Revealing Student Teachers’ Thinking through Dilemma Analysis

  • Vicente TalanquerAffiliated withScience Teacher Preparation Program, College of Science, University of ArizonaDepartment of Chemistry, University of Arizona Email author 
  • , Debra TomanekAffiliated withScience Teacher Preparation Program, College of Science, University of ArizonaDepartment of Molecular and Cellular Biology, University of Arizona
  • , Ingrid NovodvorskyAffiliated withScience Teacher Preparation Program, College of Science, University of ArizonaDepartment of Physics, University of Arizona

Rent the article at a discount

Rent now

* Final gross prices may vary according to local VAT.

Get Access

Abstract

We explore the potential of dilemma analysis as an assessment tool to reveal student teachers’ thinking and concerns about their practice. For this purpose we analyze the dilemma analyses completed by 22 student teachers enrolled in our science teacher preparation program over a period of four semesters. Student teachers’ dilemmas fall into two main groups: dilemmas about student performance and dilemmas associated with instructional decisions. These dilemmas reveal a variety of concerns that student teachers have about their work. In particular, concerns about lack of student motivation and its consequences on performance and instruction play a central role in student teachers’ thinking. The recognition of common patterns of thought in our student teacher thinking has made us reflect on and re-evaluate important components of the curriculum in our science teacher preparation program.