Integrating learner and learning concerns: prospective elementary science teachers’ paths and progress

Abstract

This article describes three prospective teachers’ progress toward an integrated view of learner and learning concerns. Two prospective teachers formulated similar questions by the end of their first year about how to balance concerns for individual learners’ experiences in class with concerns that they learn content. However, the two arrived at this point from very different initial conceptions via different conceptual paths during the year. In contrast, the third prospective teacher (same program, same year) prepared to give up content learning goals if they interfered with learners’ enthusiasm about the lesson. Possible explanations and implications for teacher education are discussed.