Science teachers’ conceptions of teaching: Implications for teacher education

Abstract

An analysis of recent science education research on student conceptions of natural phenomena, on science teaching and on science teacher planning carries implications for science teacher education. This suggests that the development of appropriate conceptions of teaching should be an important goal of science teacher education. Drawing the analogy between conceptions of natural phenomena and conceptions of teaching suggests guidelines for designing instruction in science teacher education courses. The importance of these guidelines is enhanced because teachers are likely to hold conceptions of teaching which are in conflict with those considered appropriate. Activities in science teacher education which have attempted to identify and influence conceptions of science teaching are described and analysed. While these activities must be regarded as preliminary, they point to a powerful approach to thinking about the education of science teachers.