Influences of Current Education Programs for Preservice Chemistry Teachers upon Preservice Science Teachers' Self-Images as Science Teachers

摘要

This study examined the influences of current education programs for preservice chemistry teachers upon preservice science teachers?ˉ self-images as science teachers by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). Seventy-two juniors and fifty-three seniors were selected from the department of chemistry education or department of science education (chemistry major) in three colleges of education. DASTT-C was administered to the juniors before having science education courses, and to the seniors before and after teaching practices. The results revealed that preservice science teachers?ˉ self-images as science teachers were more ??teacher-centered?ˉ than ??student-centered?ˉ. Only a few preservice science teachers exhibited ??student-centered?ˉ images after having science education courses including the contents on constructivism. The self-images of some preservice science teachers even changed from ??student-centered?ˉ to ??teacher-centered?ˉ after having teaching practices. Many preservice science teachers answered that the main factors affected to their self-images as science teachers were prior teaching-learning experiences and/or the lim itations in the real situations. Educational implications of these findings are discussed.