How do Japanese pre-service science teaches develop their teachers knowledge during teaching practice in schools?
Takuya OCHI
Abstract::
This study aimed to discuss what knowledge student teachers acquire and
develop, and in what kind of opportunities within teaching practice. Through
theoretical study, frameworks of analysing teacher knowledge and PCK were
considered. In empirical study, the investigations by mixed methods that
were a quantitative research and a quantitative research were conducted
during teaching practice at National University A in 2015. The pre- (N=82)
and post-test (N=81) were conducted before and teaching practice as a quantitative
research. The ethnographic research as a qualitative research was conducted
at B Lower Secondary School Attached to National University A, and participants
were four student teachers and their mentor participated in this qualitative
research. As a result, student teachers can acquire and develop teachers
knowledge through discussing purposes and goals of science teaching at
reflective meetings, based on their teaching experiences and mentors’ instructions.