First-Year Preservice Biology Teachers’ Orientations to Teaching Science

Abstract

According to a change in educational paradigm from behaviorism to constructivism, research in teacher education has given more attention to teachers’ knowledge and beliefs as a factor influencing their teaching practices and learning to teach. Under the new paradigm, a construct that gains increasing attention is pedagogical content knowledge (PCK), which is considered as necessary knowledge for teachers to teach particular content. This research aims to investigate orientations to teaching science (OTSs) as a component of PCK. Based on data collected from 50 first-year preservice biology teachers using an OTS test. The results reveal that most preservice teachers have orientations between “active direct” and “guided inquiry.” Their OTSs do not significantly vary according to science content, but students’ educational levels. Their OTSs are less consistent to inquiry when students’ educational levels are higher respectively. The research suggests that, in preparing and developing science teachers to have PCK, the nature of students should be more emphasized.