Connecting Theory and Practice: Pre-service Science Teachers’ Adoption and Implementation of the Demonstration Method

Abstract

This Study Examined Adoption and Implementation of the Demonstration Method by Bachelor of Education (Bed)science Students’ During Teaching Practice (Tp),which Lasted 14 Weeks. Data Were Collected Using Questionnaires and Interview Schedules. The Data Analysis Techniques Comprised Descriptive and Inferential Analysis. Findings Indicated That I) the School-based Experiential Learning as Designed and Implemented Is Not Sufficient to Modify the Bed(Science) Students’ Prior Frame of Reference for the Integration of Interactive Instructional Practices in the Demonstration Method; Ii) Despite Pedagogical Supervision, the Pedagogical Knowledge and Repertoire of Skills Learnt Was Not Sufficient to Effect a Major Increase in the Instructional Practices Implemented; Iii) the Bed(Science)students’developmental Needs Persisted to the End of Teaching Practice Because the Pedagogical Support Provided on Tp Was Not Sufficient to Address Them;iv) Although Pre-service Teachers Have the Potential for Immediate Improvement of Their Adoption and Implementation of Interactive Instructional Practices, They Require a Clear Frame of Reference Before Exposure to the Context of Their Professional Work Without Which They Cannot Effectively Leverage a Significant Paradigm Shift. the Study Provides Several Recommendations Based on the Findings.