DEVELOPMENT OF CONCEPTIONS OF STUDENT TEACHERS IN INITIAL TEACHER EDUCATION IN BIOLOGY AND GEOGRAPHY EDUCATION

Title DEVELOPMENT OF CONCEPTIONS OF STUDENT TEACHERS IN INITIAL TEACHER EDUCATION IN BIOLOGY AND GEOGRAPHY EDUCATION
Publication TypeJournal Article
Year of Publication2004
AuthorsJeronen, E
JournalJournal of Baltic Science Education
Volume3
Issue1
Start Page24-33
Date PublishedMarch/2003
Type of ArticleOriginal article
ISSN1648-3898
Keywordsprofessional conceptions, professional development, reflection, school practice, strategies of student teachers
Abstract

The article aims to interpret professional development of teachers, focusing specifically on the development of professional conceptions of student teachers in an Initial Teacher Education during their final school practice period in Biology and Geography. The study is a qualitative case study. The resultant data is based on reflective diaries and teaching practice reports written by the student teachers, and on recordings and videotapes from supervision meetings and lessons. The data was analysed by using inductive and deductive content analysis methods. According to the student teachers, their awareness of themselves as teachers and of teaching of Biology and Geography developed. At the beginning, they reflected their status, whereas at the end they considered the work of a teacher as a whole and what kind of teachers they want to be.

Context and values issues should be stressed more, both in initial and In-service education. This is important because teachers should be able to observe and value environmental and human rights problems. They should be willing to construct connections, not only with parents, but also with society. Initial teacher education and In-service education should be linked to each other. The teacher educators should participate in professional In-service education more than they currently do. Based on collaborative research and development projects between teachers and teacher educators, it would be possible to create a strong and prestigious professional teacher culture, basing on shared expertise and responsibility, and continuously developing theory.

Refereed DesignationRefereed