Development of professional knowledge in learning to teach elementary science

The purpose of this research was to understand how preservice elementary te acher experiences within the context of reflective science teacher educatio n influence the development of profession al knowledge. We conducted a case analysis to investigate one preservice teacher's beliefs about science tea ching and learning, identify the tensions with which she grappled in learni ng to teach elementary science, understand the frames from which she identi fied problems of practice, and discern how her experiences played a role in framing and reframing problems of practice. The teacher, Barbara, encounte red tensions in thinking about science teaching and learning as a result of inconsistencies between her vision of science teaching and her practice. C onfronting these tensions between ideals and realities prompted Barbara to rethink the connections between her classroom actions and students' learnin g and create new perspectives for viewing her practice. Through reframing, she was able to consider and begin implementing alternative practices more resonant with her beliefs. Barbara's case illustrates the value of understa nding prospective teachers' beliefs, their experiences, and the relationshi p between beliefs and classroom actions. Furthermore, the findings undersco re the significance of offering reflective experience as professionals earl y in the careers of prospective teachers. (C) 1999 John Wiley & Sons, Inc.