Pre service chemistry teachers expectations and experiences in the school experience course

2012-01-01
Kırbulut, Zübeyde Demet
Boz, Yezdan
Kutucu, Elif Selcan
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The purpose of this study is to investigate prospective chemistry teachers' expectations and experiences of teaching practice. Six (four females and two males) pre-service chemistry teachers taking a School Experience II course participated in the study. A case study design was employed. The data were collected from multiple sources including observations, lesson plans, and semi-structured interviews before and after the school experience course. Pre-service teachers' expectations and experiences were categorized regarding the faculty, placement school, and teaching practice. It was found that school experience courses are crucial for pre-service teachers in deciding whether to continue in the teaching profession. It is also concluded that the harmony between pre-service teachers' expectations of and experiences in the school experience course had an influence on their opinions related to the teaching profession.
https://hdl.handle.net/11511/79652
https://www.scopus.com/authid/detail.uri?authorId=14821798100&eid=2-s2.0-84856813250
Australian Journal of Teacher Education
Department of Mathematics and Science Education, Article

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Citation Formats
Z. D. Kırbulut, Y. Boz, and E. S. Kutucu, “Pre service chemistry teachers expectations and experiences in the school experience course,” Australian Journal of Teacher Education, pp. 40–57, 2012, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/79652.
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