Learning to Teach and Teaching to Learn – Primary science student teachers´ complex journey from learners to teachers.

Abstract

This thesis concerns the process of student teachers´ learning to teach primary science and is based on four studies involving primary science student teachers during their teacher education program. The overall question that the thesis intends to investigate is in which ways student teachers’ learning about teaching can be illustrated and understood in terms of the critical aspects that are experienced within their teaching and learning practices. The four papers in the thesis purposefully explore student teachers’ complex journey from learners to teachers and illustrate the processes of learning to teach by highlighting important aspects within that process. In the thesis the concept of pedagogical content knowledge (PCK) is used as the knowledge a teacher needs to construct and implement science learning experiences for pupils. Further to this, the thesis brings into focus the importance of teacher educators’ professional knowledge and how that knowledge must impact teacher education practice. In making explicit student teachers’ experiences and concerns for teaching and learning science, the practices and processes highlighted in this thesis help to inform how to involve student teachers in developing a knowledge base for primary science teaching.