Life experiences of pre-service teachers undertaking a bachelor of sciences and education program

Abstract

During the 1990s, an initial teacher education program reform is launched in order to promote and introduce a series of changes. Nevertheless, research in the field of education has evidenced that the gap between disciplinary and pedagogical knowledge, along with the distance between theory and practice continue to be an issue in teaching experience. The present article reports on the findings of a qualitative research that delved into the life experiencesIII of students while undertaking the bachelor of sciences and education program at different levels, and who are currently carrying out their professional teaching practice. Findings reveal that the contents of student teachers’ life experiences are mostly related to the need of control, a scarce questioning of the meaning of science teaching, and the search for professional appraisal. The latter have been emotionally experienced differently by students depending on how they have internalized and applied scientific knowledge in their practices. Thus, emotions range from high levels of anxiety in students of basic scientific knowledge and at a reflective stage within the teacher formation program, to a sense of adaption in those who have already had professional experience in the field of applied sciences; or sometimes they have experienced a mixture of both. The present study concludes that the practice based on scientific knowledge has a higher influence over the student teachers’ life experiences if compared to the impact of teacher formation, due to the fact that their experiences as science students and professionals are rooted to a traditional approach that have framed their thinking and performance.