A model for the professional development of student teachers of science

Abstract

A study of the intellectual behaviours of 66 student teachers of science is described. The behaviours of the students were compared with those of experienced teachers. Changes in student teachers' behaviours as teaching practice progressed were examined, and a three‐tier hierarchical model for the professional development of student teachers of science was proposed. It is suggested that the degree of integration of teaching practice with theoretical studies may be a more important factor than length of teaching practice in influencing students' rates of professional growth.