Conceptions of Teaching, Learning and Instructional Practices: Multi-group Analysis of Pre-service Chemistry and Physics Teachers
DOI:
https://doi.org/10.22458/ie.v28i45.6289Palabras clave:
instruction, learning, chemistry, physics, teachersResumen
Conceptions of teaching and learning as well as instructional practices, are generally characterized as either student-centered or teacher-centered. This study explores the relationship between pre-service teachers’ conceptions of teaching and learning, and their instructional practices, examining whether the relationship differs across science teacher education programs. Data were collected from final-year preservice chemistry and physics teachers who had completed their teaching practicum. A multi-group structural equation model was employed to assess the invariance of the relationship across the two groups. Existing research instruments identified in the literature were adopted for the study. The results indicated that differences existed between the groups; however, these differences were not statistically significant. The findings highlight the importance of considering pre-service teachers’ conceptions of teaching and learning in teacher education programs to promote effective instructional practices tailored to the specific needs of different educational settings.
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