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Student teachers' entry perceptions about teaching primary science: Does a first degree make a difference?

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Abstract

It is problematic whether primary teachers benefit by completing a first degree especially when the teaching of specific subjects, here science, is the focus of attention. This study reports the comparative results of interviewing thirteen Canadian and ten Australian student teachers, both about to commence their Bachelor of Education. The Canadian students had completed an initial degree while nine of the Australian students were school leavers. The interviews, which explored views about teaching primary science, were analysed with this factor in mind. Student teacher perceptions reported include: how to recognise a “good” primary science teacher; perceptions of self as a “good” primary science teacher; expectations of how the teacher education program could assist their science teaching; and whether (for the Canadian students) the initial degree will help in becoming a primary science teacher. Analysis of the interviews suggests possible influences a first degree (among other factors) may have on perceptions related to primary science teaching and raises questions about what is the best general approach for preparing primary teachers to teach science effectivly.

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  1. Southern Cross University, PO Box 157, 2480, Lismore, NSW, Australia

    Keith Skamp

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  1. Keith Skamp
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Correspondence to Keith Skamp.

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Skamp, K. Student teachers' entry perceptions about teaching primary science: Does a first degree make a difference?. Research in Science Education 27, 515–539 (1997). https://doi.org/10.1007/BF02461478

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