Abstract:

This paper, the first of an ongoing research project on teacher professional development, focuses on the professional growth of trainee teachers in kindergarten science teaching, from constructing science cognition to applying scientific teaching methods, developing attitudes and evaluating teaching effectiveness. Methodologically, a five-month science teaching course targeting 43 undergraduate students majoring in kindergarten education was implemented. With neither teaching experience nor relevant science knowledge, these student-teachers were helped to develop the above-mentioned knowledge, skills and attitude by designing their lesson plans, preparing teaching aids and carrying out scientific experiments. Placed in real classrooms, these student-teachers were assessed, for their teaching effectiveness and professional growth, via children’s worksheets, parent-child worksheets, and individual & group reflections. This study finds that the trainee kindergarten teachers have improved in science knowledge, with real-life concepts integrated into learning activities. In the process of teaching, it is found that these students- teachers can master the scientific teaching method in the learning loop. Observations have also found that they have developed such qualities as courage to try and prove, persistence, patience, open-mindedness and willingness to cooperate with others. This 5-month on-site research has its obvious limitations and our next research efforts will include pre-test interviews so that a comparison can be made to highlight the professional growth of the prospective kindergarten teachers.

Keywords:

Trainee kindergarten teachers, science teaching, trainee-teachers' professional development.