PRESERVICE TEACHERS MEANINGS OF LEARNING

This paper discusses preservice science teachers' conceptualizations o f learning. The data for this study were obtained from eight Canadian science graduates enrolled in a teacher education programme. All stude nts participated in a series of three interviews, consisting of a vari ety of questions about how learning occurs. The interviews were conduc ted every four months, beginning at the start of the academic year. Th e data were analysed using a phenomenographic perspective and the conc eptualizations are illustrated using excerpts from the interviews. Imp lications for science teacher education programmes are discussed.