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KMID : 1059520070510020201
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Journal of the Korean Chemical Society
2007 Volume.51 No. 2 p.201 ~ p.212
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Influences of Current Education Programs for Preservice Chemistry Teachers upon Preservice Science Teachers’ Self-Images as Science Teachers
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Kang Hun-Sik
Shin Suk-Jin
Cha Jeong-Ho
Han Jae-Young
Noh Tae-Hee
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Abstract
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This study examined the influences of current education programs for preservice chemistry teachers upon preservice science teachers’ self-images as science teachers by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). Seventy-two juniors and fifty-three seniors were selected from the department of chemistry education or department of science education (chemistry major) in three colleges of education. DASTT-C was administered to the juniors before having science education courses, and to the seniors before and after teaching practices. The results revealed that preservice science teachers’ self-images as science teachers were more ‘teacher-centered’ than ‘student-centered’. Only a few preservice science teachers exhibited ‘student-centered’ images after having science education courses including the contents on constructivism. The self-images of some preservice science teachers even changed from ‘student-centered’ to ‘teacher-centered’ after having teaching practices. Many preservice science teachers answered that the main factors affected to their self-images as science teachers were prior teaching-learning experiences and/or the lim itations in the real situations. Educational implications of these findings are discussed.
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KEYWORD
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DASTT-C, Self-image As Science Teacher, DASTT-C
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