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From beginning teacher education to professional teaching: A study of the thinking of Hong Kong primary science teachers
ARTICLE

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TATE Volume 21, Number 5 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This is a longitudinal study of the thinking about teaching science of beginning Hong Kong primary teachers. The research explores how their thinking changed from pre-service teacher education through to their first year as classroom teachers. It takes a more holistic view of teacher thinking than typical in the literature considering the nature, interrelationships, and changes over time of four major aspects: conceptions, planning, teaching, and reflection. Positive findings were that the majority of participants became more constructivist in terms of their conceptions and practice of teaching, but they also tended to become more simplistic in planning and less coherent in thinking as they progressed from pre-service teacher education to beginning teachers in schools.

Citation

So, W.W.M. & Watkins, D.A. From beginning teacher education to professional teaching: A study of the thinking of Hong Kong primary science teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 21(5), 525-541. Elsevier Ltd. Retrieved December 4, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2005.03.003

Keywords