Elementary teachers' perception of preparedness for the elementary science classroom

This dissertation explores the perception of preparedness among elementary teachers to effectively teach three-dimensional science lessons as advocated by the Next Generation Science Standards. A mixed methods approach combining qualitative interviews with quantitative analysis was employed to gain a full understanding of variables that are related to teachers feeling prepared for the classroom and what aspects of teacher preparation and professional experience are areas of success or areas of growth in terms of implementing effective science instruction in a large school district in southeastern Tennessee. Findings revealed teachers completing a full semester of student teaching perceived themselves to be significantly more prepared for the science classroom than those teachers who only completed a partial semester of student teaching. Teacher experience, science methods courses completed, effectiveness of teacher preparation program, and science content knowledge were not shown to have a relationship with teacher perception of preparation for the elementary science classroom. Teachers identified several strengths in teacher preparation programs including firsthand experiences, exemplar professors, and courses designed around education students. On the other hand, weaknesses were identified in teacher preparation programs including limited science coursework, professor limitations, and overall limited preparation for the science classroom. Teachers identified weak preparation in three-dimensional, inquiry-based science in their preparation programs. Ideas to improve teacher preparation were highlighted including a need to focus more heavily on the new science standards, time to create science lessons with colleagues, more time to observe effective science lessons, and more opportunities to teach science lessons in the classroom. In the professional world, teachers identified more time to collaborate with peers, more effective professional development, and a rise in the importance of science teaching as ways to increase teacher preparation for the science classroom. These results indicate a need to revise teacher preparation programs and preparation in the professional world to increase student achievement in elementary science.