Survey of new science teacher preparation

To investigate how well prepared teachers feel to implement inquiry-based science practices in secondary science classrooms, a phenomenological interview was developed and administered to 6 current secondary science teachers with less than 5 years of experience in the classroom. The interview questioned the participants about the science teaching practices they saw as important in their classroom, how well prepared they felt to implement those practices, and what experiences helped them feel prepared. The interview data were then coded using a constant comparison approach and trends across and within cases were identified. It was found that, teachers felt best prepared to teach secondary science if they had exposure to general teaching skills and specialized routines, comfort with their content, the opportunity for applicable experience in the classroom, and the support of experienced educators during their pre-service training program and first years of teaching. These factors can take different forms in certification programs and the importance of each may vary between individuals, but these four elements were present in each case and were the driving force behind teachers' perceptions of their preparedness.