Unpacking readiness for elementary science teaching: what preservice teachers bring and how that can be shaped through teacher education

Abstract

ABSTRACT The work of elementary science teaching is challenging given the wide array of subject matter most teachers are expected to teach and a systematic de-prioritisation of science at these grades. In this literature review (63 papers; 2010–2020), we use a framework of readiness for science teaching. Using this framework allows us to illustrate foundational characteristics and abilities that preservice teachers may start with and develop as they become well-started beginners for elementary teaching in the face of systemic challenges. To this end, we identify what is known from the research literature about the strengths that preservice elementary teachers bring to this difficult work with regard to their characteristics and abilities in addition to the challenges they face, describing a foundation on which preservice teachers can build. We also highlight additional studies that show how teacher education can build on preservice teachers’ strengths and support them in areas that are challenging. We identify themes around novices’ identities, dispositions, emotions, beliefs, attitudes, self-efficacy, knowledge, engagement in and with science practices, lesson planning, and lesson enactment. Finally, we highlight four implications for science teacher educators, noting focal areas that may compensate for challenges preservice elementary teachers face while building on their strengths.