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http://dx.doi.org/10.5012/jkcs.2007.51.2.201

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

Kang, Hun-Sik (Department of Science Education, Chuncheon National University of Education)
Shin, Suk-Jin (Department of Chemistry Education, Seoul National University)
Cha, Jeong-Ho (Division of Science Education, Daegu University)
Han, Jae-Young (School of Science Education, Chungbuk National University)
Noh, Tae-Hee (Department of Chemistry Education, Seoul National University)
Publication Information
Journal of the Korean Chemical Society / v.51, no.2, 2007 , pp. 201-212 More about this Journal
Abstract
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 lim itations in the real situations. Educational implications of these findings are discussed.
Keywords
Self-image As Science Teacher; DASTT-C;
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