Abstract
The practice of reflection is highly valued in the field of pre-service teacher education. One of the roles of the teacher educator is to provide pre-service teachers with ongoing opportunities to reflect on the relationships between self, society, educational theory and practice throughout their program. The purpose of this study was to examine pre-service science teachers’ beliefs about science education during a pre-student teaching field experience. Pre-service science teachers reflected on their beliefs about science education through the creation of written similes and visual maps. The themes that emerged from these linguistic and visual reflections provided insights into their beliefs about science education, their abilities to reflect on teaching and learning, and the potential of multimodal approaches toward reflection in teacher education. The findings suggested that most of the pre-service teachers compartmentalized various components of teaching and learning, while one was able to conceptualize it more holistically.
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