The effect of pedagogical formation program on pre-service biology, physics and chemistry teachers’ teaching ımages

Abstract

The purpose of this study is to examine the images of 73 pre-service biology, physics and chemistry teachers about themselves as a teacher at the beginning and end of pedagogical formation program and the effect of formation program on these images. In this study which the pre-service teachers’ teaching images were identified, survey design was used. In this study, the Draw a Science Teacher Test Checklist (DASTT-C) was used as data collection tool. In conclusion, it was determined that preservice teachers mostly had teacher-centered images at the beginning of the program. On the other hand, it was found that participants had more studentcentered images at the end of the program. Also, it was determined that although participants usually had exploratory teaching style at the beginning of the program, pre-service biology and physics teachers had conceptual teaching style and preservice chemistry teachers had exploratory teaching style at the end of the program.