Using Self-Study to Evaluate a Pedagogical Approach for Navigating Conflict in a Science Content Course for Preservice Teachers

Abstract

This self-study describes a conflict that occurred between a teacher educator (TE) and a class of preservice elementary teachers (PSTs) in a science content course. The conflict centered on the widely disparate views of the quality of classwork produced by the PSTs. While the TE initially evaluated the classwork in a way that was highly critical of the PSTs, he chose to halt the course progression and use reflection activities (e.g., journaling) to better understand the perspectives of the PSTs as well as consider how his pedagogical approach was contributing to the conflict. Through careful analysis of journal responses, in conjunction with a critical friend, insight into the particular needs of the PSTs was achieved. The TE was then able to design and implement targeted instructional activities to navigate the conflict and support the PSTs’ professional identity development.