A Case Study of Four Pre-service Science Teachers: What Do Teacher Reflections Tell Us?

Abstract

Reflection requires someone to think in deep and express the impression of a phenomenon or an event. Reflection can be defined as a mirror to look at and see the personal insights, feelings, motivation, or purposes of individuals within a particular context and practice in a realistic way. This study examined the nature of pre-service science teachers’ reflections during the last semester of the teacher education program. There were four cases as student-teachers attending science teacher education program in northwest region of Turkey. The qualitative data, written reflections and researcher field notes were utilized and analyzed through inductive methods. The results indicated that even though pre-service science teachers learned scientific practices and inquiry, they were not able to implement due to some constraints: mentor teachers forced them to teach on a traditional basis. They could only complete the required four-hour teaching practice. Student teachers reflected on their learning as becoming a science teacher, but their actions were restricted, and they could not find supportive community in school and classroom context.