Masaryk University (CZECH REPUBLIC)
About this paper:
Appears in: EDULEARN18 Proceedings
Publication year: 2018
Pages: 8366-8372
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.1950
Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain
Problem Statement:
Teacher education is one of the most important factors influencing quality and effectiveness of STEM (Science, Technology, Engineering and Mathematics) education. Therefore this teacher education has become an economic and political priority. To improve the professional competences of teachers, it is necessary to implement into pre-service teacher education innovative educational methods. The way of education of science teachers-candidates in innovative educational methods is very important and it influences whether science teachers-candidates implement them in their future practice. According to our experience and opinion other experts teacher constructivism should be respect during teacher training. Science teachers-candidates educated by appropriate way build up their pedagogical knowledge, skills and competences and apply acquired innovative methods in their teaching.

Purpose of Study:
The study provides research outcomes, the aim of which was to answer the research question regarding effectiveness of an implementation of innovative methods in pre-service education of science teachers-candidates on universities. It has been investigated whether teachers use acquired methods in practice. Research question was: What is the effectiveness of implementation of innovative methods in pre-service science teacher education?

Case study, structured observation, questionnaire, structured interview, analysis of teachers’ products were used as specific methods in this study. The research sample consists of 25 students (science teacher-candidates) of the Masaryk University, the Czech Republic. The research was conducted in 2012 - 2017.

Findings and Results:
The main output of the research is finding that the implementation of innovative methods into pre-service teacher education can improve the quality of their professional pedagogical competences. Development of special inquire-based science education modules was the most effective method of teacher training. Science teachers-candidates have implemented acquired innovative methods in their teaching/learning. There was also an increase of students’ ownership in implementation of innovative educational methods. Questionnaires and interviews supplied finding that also increased student motivation.

Conclusions and Recommendations:
To increase effectiveness of science teacher education of innovative educational methods it is necessary to implement these methods into pre-service teacher education. It was confirmed that a properly implemented innovative element in pre-service teacher education can improve the quality of such education. In the case of STEM education is a very topical task of the entire educational system.
Pre-service teacher education, innovative methods, science education.