The Importance for Preservice Teachers to Have Practice Experiences to Apply Theory to Reality

Abstract

Do preservice teachers need more practice to develop strong technology and teaching skills before they go into student teaching? To investigate this question, two biology education majors were observed in an independent study course in which they practiced theory previously learned in their methods classes. The two undergraduates used computers and the Internet to answer science questions from middle school students, to interact with diverse students, and to build an interactive website, all while working in a constructivist environment. At the beginning of the course they did not have adequate skills to develop Internet materials, the expertise to use the education literature effectively, or the experience to create a constructivist environment, and they were unable to answer questions at the students' interest and academic level. Only after practicing these skills did the biology education majors feel comfortable and confident to begin a teaching assignment.