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Pre-service Science Teachers’ Reflections on the Field Experience: Does Context Matter?

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Science Education in the 21st Century

Abstract

Through the use of the lens of school context, this qualitative study explores how the field experience of pre-service science teachers contributes to the shaping of their conceptions of teaching. Context is described in terms of the institutional, physical, professional, social and personal factors which influence teaching and learning. Four female, secondary teacher candidates in their final year of a university teacher preparation programme participated in the study. A focus group interview was conducted for data collection. The findings revealed that the pre-service teachers understood that management of the learning environment is necessary for effective instruction and that positive interpersonal relationships within the context of a nurturing, supportive school environment will facilitate this outcome.

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Correspondence to Sharon Bramwell-Lalor .

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Bramwell-Lalor, S., Rainford, M., Ison, M. (2020). Pre-service Science Teachers’ Reflections on the Field Experience: Does Context Matter?. In: Teo, T.W., Tan, AL., Ong, Y.S. (eds) Science Education in the 21st Century. Springer, Singapore. https://doi.org/10.1007/978-981-15-5155-0_14

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  • DOI: https://doi.org/10.1007/978-981-15-5155-0_14

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