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A Self-study on the Improvement of Science Instruction for a Pre-Service Teachers
Journal of Studies on Schools and Teaching
Abbr :
JSST
2020, 5(2), pp.35-57
DOI :10.23041/jsst.2020.5.2.002
Publisher : Education Research Institute at CNUE
Research Area : Education
2020, 5(2), pp.35-57
DOI :10.23041/jsst.2020.5.2.002
Publisher : Education Research Institute at CNUE
Research Area : Education
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The competence and expertise of pre-service teachers can be developed through a variety of classroom-related experiences. In this study, a pre-service teacher analyzes and reflects on “action research”, which is the process of improving teaching methods and developing expertise through self-study; this paper is based on an educational practicum conducted over a one-month period(April 2018-May 2018) with three classes of 24 third graders in C elementary school. The action research comprised a cycle of Plan, Act, and Reflect I, and Reflect II. The results of the study were described in an action research format, outlining the process over a three-hour series of science classes. By analyzing the classes through a self-study method, the factors that influenced each class were identified. This approach revealed that the researcher, who is a pre-service teacher, experienced the process of reflection from various perspectives. Moreover, the action research and self-study that she conducted together another researcher helped improve the quality of the classes and increased her confidence. These results suggest that participation in class-based self-study or action research in the pre-service teacher training can help develop teachers’ competence and expertise. This has implications for pre-service education in relation to the issues and challenges that teachers experience during their classes, as well as the solutions they come up with.
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