The Influence of an Alternative Laboratory Placement:Overcoming the Fear of Teaching Science  

作　　者：Lucretia Octavia Tripp 

机构地区：[1]Auburn University,Auburn,USA

出　　处：《US-China Education Review(B)》2023年第2期89-100,共12页美中教育评论（B）

摘　　要：As preservice science and social studies faculty worked with a group of underserved and underrepresented students in a rural community in a southern state,this study looked at how to best prepare preservice teachers to teach science autonomously.More specifically,this study looked to address the expressed concerns of preservice elementary school teachers that they have as it relates to their comfort and understanding of how to teach science,particularly STEM-related labs,and activities,along with the day-to-day operations of classroom management and logistics.During this time and study,the preservice teachers were able to build their confidence and needed skill sets because they had total autonomy and control of their preparation,planning,execution,classroom management,classroom support services,and before and after class activities.The certified mentor teachers were present due to state requirements as well as being able to offer context,support,and reference to specific students and community perspectives.During this study,the author regularly observed and monitored the preservice teachers as they developed individually from expressing fears of not only teaching science for the first time,but also sharing their concerns for classroom management,and time management,as well as developing interpersonal relationships with new students.For some,they were able to learn not all experiences will be positive,there will be challenges and limitations,however,there is great satisfaction to be gained as they recognized that experience is the best teacher.

关 键 词：AUTONOMY classroom management preservice teacher mentor teacher alternative lab teacher educators field experience 

分 类 号：H31[语言文字—英语]