Abstract
Based on 10 preservice science teachers in 4 schools, this study presents a detailed analysis of how preservice teacher expectation interacts with school practicum and authentic classroom action of inquiry-based instruction. Classroom observation, lesson plan analysis, and interviews revealed that inquiry-based instruction in the expectation and authentic classroom seems to them not differently perceived. Exploring the relationship of this study allows for teacher preparation program of the mechanisms of the science teacher production. Pedagogical content knowledge is studied and it indicated that preservice science teachers had highest level of understanding. The implication is that changes in school practices that incubate theory and practice ways increase their role about inquiry-based instruction, including science teacher’s attributes.
Highlights
The world is changing to new paradigm of learning society
Preservice science teachers had mostly preferred opinion about inquiry‐based instruction at highest level, except engagement phase of instruction is at high level
They are not understand how to create measuring tools for instructional practices. They need to improve authentic assessment and how to do classroom action research about science teaching. They can create science classroom by promote inquiry‐based learning which they had learn from university
Summary
The world is changing to new paradigm of learning society. Education is an importance to stimulate children to adapt themselves with new era of curiosity, self‐efficacy, beliefs, digital behaviors, and happiness in different definition. Teacher is key agent to shape belief and behavior which children should adapt themselves for a rapid social changes, and face with uncertainty in the future. Teacher education programs promote a strong sense of efficacy in preservice teachers to transformative learning in profession (Johnson & Hoffman, 1994). Preservice teachers should have one of the most skills in pedagogy and content knowledge (Shulman, 1986). Decision making can reflect professional performance which determines of what teacher competence, different opinions of good teachers and good teaching can be distinguished (Nuangchalerm & Prachagool, 2010a; 2010b)
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