A phenomenological study of prospective teachers’ first-time science teaching experiences

Abstract

ABSTRACT This study provided a phenomenological account of 22 pre-service elementary teachers’ experiences transitioning from being pre-service teachers learning the knowledge base about science instruction to teaching a physical science topic in a microteaching activity. This transition within a phase of the professional teacher continuum is just as crucial as the transitions pre-service teachers take along the professional teacher continuum. This transition provides experiences to make sense of their growing knowledge and skills for science instruction and navigating with the knowledge and skills in student teaching and beyond. Data about the first-time science teaching experiences were collected using an open-ended interview question. Other data included video recordings of each pre-service teacher’s 30-minute microteaching and the use of reflective prompts to verify pre-service teachers’ responses to the interview question. Analysis of interview transcripts, video recordings, and responses to reflective prompts revealed three themes: (1) finding a space for teacher-centered instruction; (2) reimaging the role of engagement and participation with scientific practices; and (3) seeking middle ground for science instruction. An important implication included the need for science teacher educators to help pre-service teachers mediate and internalize pedagogical discourses resulting from first-time science teaching experiences.