Abstract
What conceptions do student teachers hold about good primary science teaching? Do these conceptions change during preservice education? To determine answers to these questions, 12 Canadian preservice primary teachers were interviewed on four occasions as they completed their postgraduate 2-year education degree. The findings from these interviews are compared with a similar longitudinal Australian study, in which the nine preservice teachers were completing an undergraduate education award. Entry conceptions of good science teaching dominated and learning frameworks did not appear to change. Issues for teacher educators are raised about extending and changing student teachers' conceptions of effective practice.
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