Examining Pre-service Science Teachers Pedagogical Orientations in an Era of Change in India

Garima Bansal; Umesh Ramnarain; David Schuster

doi:10.1007/978-981-13-9593-2

Examining Pre-service Science Teachers Pedagogical Orientations in an Era of Change in India

Garima Bansal, Umesh Ramnarain, David Schuster

Australian Council for Educational Research (ACER)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter examines the historical development of science education in India, beginning with the policy context in pre-independence India to the present day, with a specific focus on school science education and teacher education. Specifically, this study examines the pedagogical orientation of pre-service science teachers, who had been a part of two-year Bachelor of Education teacher education program in India. They had taught middle grades science during their school internship program in different genres of schools, ranging from state-funded to private-funded during internship. Assessment items in Pedagogy of Science Teaching Test (POSTT) were used to identify their pedagogical orientations, and reasons for their specific orientations were probed through interviews. It comes out that pre-service teachers develop varying pedagogical orientations, ranging from direct instruction to open inquiry …

Original language	English
Title of host publication	Science Education in India
DOIs	https://doi.org/10.1007/978-981-13-9593-2
Publication status	Published - 1 Jan 2019

Keywords

India
Pre-service teachers
Science education
Teacher education

Disciplines

Curriculum and Instruction
Teacher Education and Professional Development
Sociology

Access to Document

10.1007/978-981-13-9593-2Licence: Unspecified

https://link.springer.com/chapter/10.1007/978-981-13-9593-2_4

Cite this

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abstract = " This chapter examines the historical development of science education in India, beginning with the policy context in pre-independence India to the present day, with a specific focus on school science education and teacher education. Specifically, this study examines the pedagogical orientation of pre-service science teachers, who had been a part of two-year Bachelor of Education teacher education program in India. They had taught middle grades science during their school internship program in different genres of schools, ranging from state-funded to private-funded during internship. Assessment items in Pedagogy of Science Teaching Test (POSTT) were used to identify their pedagogical orientations, and reasons for their specific orientations were probed through interviews. It comes out that pre-service teachers develop varying pedagogical orientations, ranging from direct instruction to open inquiry …",

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