BRIDGING CONTEXTS: PREPARATION TO TEACH AND EARLY FIELD EXPERIENCES

Field experience has been an essential component of teacher preparation programs for many years. However, research findings illustrate a disconnection between teachers’ preparation and field experiences. This paper investigates the impact of a scaffolded teaching experience – the simulation of an elementary classroom setting – on prospective teachers ’ understandings of teaching science as inquiry. This study utilized a qualitative case study design (Merriam, 1998) to examine the development of prospective teachers ’ understanding of teaching science through inquiry as supported by and illustrated through their reflections on a controlled teaching experience within the context of an elementary science methods course (SCIED458). The purpose of SCIED458 is to help prospective teachers develop robust ideas for K-6 science teaching consistent with contemporary science education reform ideals. As part of the course, prospective teachers are required to co-plan and co-teach portions of a technology-enhanced, inquiry-based, mini-lesson to their peers. Then, the lesson is revised, based on the feedback received by peers and the instructor and is used with elementary children wh