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' 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' self-images as science teachers were more 'teacher-centered' than 'student-centered'.Only a few preservice science teachers exhibited 'student-centered' images after having science education courses including the contents on constructivism.The self-images of some preservice science teachers even changed from 'student-centered' to 'teacher-centered' 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 limitations in the real situations.Educatinal implications of these findings are discussed.