Preservice teachers’ reflections on teaching science with practical work in multiple-deprived classrooms

Abstract

Practical work is central to science education because it has several affordances for teaching and learning. Preservice science teachers may learn to facilitate practical work in schools during teaching practice. However, it is important for teacher training programmes to establish what the preservice science teachers learn about teaching science with practical work in the schools. Most of the science classrooms in the schools are characterised by challenges that result in conditions of multiple-deprivation for teaching and learning. Using a pedagogical content knowledge conceptual framework for science teaching, this study explored the teaching of science with practical work in schools through the reflections of five final year preservice physical sciences teachers at one South African university. In a qualitative case study of teaching science with practical work in multiple-deprived classrooms, purposive sampling was used to select the preservice science teachers. The data collection tools were the preservice teachers’ reflection journals completed during practicum. The preservice teachers reflected on how science was taught with practical work in the multiple-deprived classrooms and on how they could improve the practices. Findings point to reflection as a potentially powerful tool for preservice science teachers to develop positive attitudes and perceptions on key aspects of the pedagogical content knowledge for science teaching with practical work. In addition, the study identifies knowledge and beliefs of science classroom contextual settings as aspects of the pedagogical content knowledge for science teaching with practical work. Recommendations for practice are made.