Beginning elementary teachers' development as teachers of science

In Australia, as in many other parts of the world, there has been ongoing concern about the poor state of elementary science teaching. This has resulted in demands to change preservice teacher education (e.g. Australian Science, Technology and Engineering Council [ASTEC], 1997; Department of Employment, Education and Training [DEET], 1989). However, difficulties experienced by elementary teachers in teaching science are often described in terms of their being deficient in science content. Recommended solutions focus on providing increased science content knowledge during preservice teacher education programs (DEET, 1989). This report locates aspects of the problems associated with science teaching in a far wider context of the professional development of the beginning teacher.