Pre-service Science and Mathematics teachers’ reasoning: a think-aloud study

ABSTRACT

Teacher education programmes struggle to attract, develop, and retain potential teachers in Science and Mathematics. The development of both academic and non-academic attributes (e.g. adaptability, empathy) during a programme can influence not only retention but the profession-readiness of graduates. This is especially important in underserved schools where high attrition rates are more likely with Science and Mathematics teachers in their first few years of teaching. Yet most programmes lack intentional opportunities for non-academic development. Using a qualitative case study approach with an established think-aloud protocol, nine pre-service teachers (Science or Mathematics) were presented with situational judgment test items. A three-step analytical strategy revealed participants’ reasoning with a range of motivational beliefs and values. Results point to four broad reasoning profiles (solution, consequence, student, and value-focused). By exploring the implicit and explicit beliefs and values that contribute to prospective teachers’ reasoning processes, we offer implications for professional development and future research.

KEYWORDS:

• Teacher education
• non-academic attributes
• situational judgment test
• think aloud interviews
• reasoning

Acknowledgments

The authors gratefully acknowledge the expertise of Robert Klassen of the Teacher Selection Project (University of York, UK) who provided the Situational Judgment Test items used in this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed here.

Additional information

Notes on contributors

Tracy L. Durksen

Dr Tracy L. Durksen’s research interests include teacher education and professional development, measuring psychological characteristics of effective teachers, and enhancing teacher recruitment and selection. She is a Senior Lecturer in Educational Psychology at the University of New South Wales, Australia.

Lynn Sheridan

Dr Lynn Sheridan’s research interests include teacher development, teacher identity, mentoring, non-academic attributes of teachers and work-integrated learning. She presently works as a Senior Academic in the School of Education at University of Wollongong, Australia.

Sharon Tindall-Ford

Dr Sharon Tindall-Ford’s research has been in two distinct areas – cognitive load theory – effects of modality, imagination and self-management – and teacher education (pre- and in-service). She is works as an Associate Professor in the School of Education at University of Wollongong, Australia.