Practice of science teacher:Personal meanings and experiences of trainee teachers
DOI:
https://doi.org/10.4151/07189729-Vol.54-Iss.1-Art.303Keywords:
Pedagogical practice initial teacher training science teachers teaching experiences.Abstract
This article characterizes meanings that science teaching students give to their training course and to the experiences that contribute to their professional development. Depth interviews and personal meaning cartography were used with teaching students of different training level of a biology and science teaching program. Our results show that the set of meanings on the training course are determined by the trainees-teachers interactions, the integration of knowledge, values, feelings and emotions, and the development of professional identity. Moreover, for the participants of this study, the most important experiences they lived appear during the first year of their training, and the least gratifying are associated with cooperating teachers.
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Copyright (c) 2014 Carlos Mario Vanegas Ortega, Enrique Correa Molina, Adrián Rodrigo Fuentealba Jara
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The authors grant an exclusive licence, without time limit, for the manuscript to be published in the Perspectiva Educacional journal, published by the Pontificia Universidad Católica of Valparaíso (Chile), through the School of Pedagogy.
