Pre-Service Elementary Teachers' Field Experiences in Classrooms Led by Science Specialists

Abstract

The purpose of this study was to examine the experiences of preservice elementary teachers in a content-specific field-based experience with elementary science specialists. Data collected from electronic discussions, interviews, and observations in the field revealed preservice teachers experienced a wide range of instructional and assessment strategies in specialists' classrooms, but failed to generalize aspects of the specialist model of science instruction to traditional models for delivery of science instruction at the elementary level. Implications for supporting preservice teachers' learning to teach science through participation in a field experience with specialists are discussed.