A longitudinal study of the influences of primary and secondary school, university and practicum on student teachers' images of effective primary science practice

What do student teachers believe have influenced their images of good prima ry science teaching? Has completion of an initial degree had an impact on t heir conceptions of effective practice? To determine answers to these quest ions twelve Canadian preservice primary teachers were interview ed on four occasions as they completed their postgraduate two year education degree. T he findings from these interviews are compared with a similar longitudinal Australian study, where eight of the nine preservice teachers were school l eavers. A pattern of influencing factors is reported, with the student teac hers' own practice often superseding most other influences. The specific ef fect of field experience factors is described. Issues for teacher educators are raised about how to change conceptions of effective practice as well a s questions about the impact of an initial degree on student teacher concep tions.