Student Teachers’ Perceptions of Teaching: Looking Back or Moving Forward?
DOI:
https://doi.org/10.18690/rei.4973Keywords:
DASTT-C, student-centred teaching, teacher-centred teaching, perception, preservice primary school teachers.Abstract
The aim of the study was to compare perceptions about the teaching of the subject “Nature and Society” among preservice primary school teachers at three Croatian universities. The results indicate consistent perceptions among second- and fifth-year students, regardless of their university, with a notable inclination toward teacher-centred teaching. Fifth-year students from all three universities demonstrate a slight shift away from the traditional teaching paradigm compared with second-year students. For a genuine transformation in teaching approaches, in addition to acquired knowledge and developed competences, it is essential to encourage preservice teachers to engage in self-reflection on their teaching practices to become aware of their own beliefs about teaching.
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References
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Aydogdu, B. & Selanik-Ay, T. (2016). Determination of teacher characteristics which support constructivist learning environments. Eurasian Journal of Educational Research, 63, 293-310, http://dx.doi.org/ 10.14689/ejer.2016.63.17
Azam, S. & Menon, D. (2021). Influence of Science Experiences on Preservice Elementary Teachers' Beliefs. Electronic Journal for Research in Science & Mathematics Education, (25)1, 20-45.
Bakir, S. (2016). What are Their Beliefs? What is Their Approach in Practice? What is the Profile of Their Science Teachers and Professors? International Journal of Environmental & Science Education, 2016, 11(5), 587-602.
Buldur, S. (2017). A longitudinal investigation of the preservice science teachers’ beliefs about science teaching during a science teacher training programme. International Journal of Science Education, 39(1), 1-19.
Choi, S. & Ramsey, J. (2010). Constructing elementary teachers’ beliefs, attitudes, attitudes, and practical knowledge through an inquiry-based elementary science course. School Science and Mathematics, 109(6), 313–324.
El-Deghaidy, H. (2006). An Investigation of Pre-service Teacher's Self-efficacy and Self-image as a Science Teacher in Egypt. Asia-Pacific Forum on Science Learning and Teaching, 7 (2), Article 2 http://www.ied.edu.hk/apfslt/v7_issue2/heba/index.htm od 15.2.2011.
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Fosnot, C. T. (2005). Constructivism Revisited: Implications and Reflections. The Constructivist, 16 (1), 21-38.
Go, Y., Kang, J (2015). Early childhood pre-service teachers’ self-images of science teaching in constructivism science education courses. Asia-Pacific Forum on Science Learning and Teaching, 16 (2), 1-25.
Harrison, C. (2013). Collaborative action research as a tool for generating formative feedback on teachers’ classroom assessment practice: the KREST Project. Teachers and teaching: theory and practice, 19(2), 202– 213. https://doi.org/10.1080/13540602.2013.741839
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https://doi.org/10.26822/iejee.2020.180
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Lay, Y. F. & Khoo, C. H. (2013). Pre-Service Science Teachers’ Mental Images of Science Teaching. Social Sciences & Humanities, 21 (84), 1361-1377.
Letina, A. & Canjek-Androić, S. (2025). Percepcija budućih učitelja o razvoju znanstvenog stvaralaštva u nastavi prirode i društva. U V. Svalina, A. Škugor, J. Martinović Bogojević & A. Bilić (ur.), Zbornik radova s Prve međunarodne konferencije Kreativni pristupi učenju i podučavanju – CALT, sv. 1, pp. 179-194.
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Markic, S., Eilks, I. & Valanides, N. (2008). Developing a Tool to Evaluate Differences in Beliefs About Science Teaching and Learning Among Freshman Science Student Teachers from Different Science Teaching Domains: A Case Study. Eurasia Journal of Mathematics and Technology Education, 4 (2), 109-120.
Markic, S. & Ingo, E (2010). First-Year Science Education Student Teachers’ Beliefs about Student- and Teacher-Centeredness: Parallels and Differences between Chemistry and Other Science Teaching Domains. Journal of Chemical Education, 87(3), 335-339. https://doi.org/10.1021/ed8000864
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Nespor, J. (1987). The Role of Beliefs in the Practice of Teaching. Journal of Curriculum Studies, 19, 317-328.
Nilsson, P., & Loughran, J. (2012). Exploring the development of pre-service elementary teachers’ pedagogical content knowledge. Journal of Science Teacher Education, 23(7), 699–721. https://doi.org/10.1007/s10972-011-9239-y
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Škugor, A. (2013). The Paradigm of Pupil-Oriented Science and Society Teaching as a Guideline in Student Training at Faculties of Teacher Education (Doctoral thesis). Zagreb: University of Zagreb, Faculty of Teacher Education
Škugor, A., Letina, A. & Tomaš, S. (2024). Student teachers’ perception of science teaching in Croatia. Revista Românească pentru Educaţie Multidimensională, 16(3), 15-31. https://doi.org/10.18662/rrem/16.3/880
Šojat, L. (2024). Beliefs and Pedagogical Content Knowledge of Croatian Pre-service Chemistry Teachers (Doctoral thesis). Split: University of Split, Faculty of Science
Talsma, V. L. (2007). Children Learning Science: Analysis of Drawings from the Science Methods Classroom. (A work in progress). A paper presented at the Annual Meeting of the North-Central Association for Science Teacher Educators (NASTE) http://homepage.mac.com/vtalsma/papers.htm
Tatar, N., Yildiz Feyzioğlu, E. Buldur, S. & Akpinar, E. (2012). Pre-Service Science Teachers’ Mental Models about Science Teaching. Educational Sciences: Theory & Practice, 12 (4), 2934-2940.
Thomas, J. A., Pederson, J. E. & Finson, K. D. (2001). Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring Mental Models and Teacher Beliefs. Lincoln: University of Nebraska, Department of Teaching, Learning and Teacher Education. http://digitalcommons.unl.edu/teaclearfacpub/94 od 13.3.2010.
Turkmen, H. & Unver, E. (2018). Comparison of Elementary Students’ Images of Science Teaching for Turkish, Dutch, Scottish, and German Science Classrooms. Universal Journal of Educational Research, 6 (11), 2624-2633, DOI: 10.13189/ujer.2018.061127
Valenčič Zuljan, M. (2008). Subjektivne teorije - cjeloživotno učenje. Rijeka: Hrvatsko futurološko društvo.
Yan, Z. (2018). How teachers’ beliefs and demographic variables impact on self-regulated learning instruction. Educational Studies, 44(5), 564–577. https://doi.org/10.1080/03055698.2017.1382331(open in a new window)
Yilmaz, H., Turkmen, H., Pedersen, J. E. & Cavasi, P. H. (2007). Evaluation of Pre-service Teachers Images of Science Teaching in Turkey. Lincoln: University of Nebraska, Department of Teaching, Learning and Teacher Education. http://digitalcommons.unl.edu/teaclearfacpub/80 od 13.2.2024.
Aydogdu, B. & Selanik-Ay, T. (2016). Determination of teacher characteristics which support constructivist learning environments. Eurasian Journal of Educational Research, 63, 293-310, http://dx.doi.org/ 10.14689/ejer.2016.63.17
Azam, S. & Menon, D. (2021). Influence of Science Experiences on Preservice Elementary Teachers' Beliefs. Electronic Journal for Research in Science & Mathematics Education, (25)1, 20-45.
Bakir, S. (2016). What are Their Beliefs? What is Their Approach in Practice? What is the Profile of Their Science Teachers and Professors? International Journal of Environmental & Science Education, 2016, 11(5), 587-602.
Buldur, S. (2017). A longitudinal investigation of the preservice science teachers’ beliefs about science teaching during a science teacher training programme. International Journal of Science Education, 39(1), 1-19.
Choi, S. & Ramsey, J. (2010). Constructing elementary teachers’ beliefs, attitudes, attitudes, and practical knowledge through an inquiry-based elementary science course. School Science and Mathematics, 109(6), 313–324.
El-Deghaidy, H. (2006). An Investigation of Pre-service Teacher's Self-efficacy and Self-image as a Science Teacher in Egypt. Asia-Pacific Forum on Science Learning and Teaching, 7 (2), Article 2 http://www.ied.edu.hk/apfslt/v7_issue2/heba/index.htm od 15.2.2011.
Finson, K. D., Pedersen, J. E. & Thomas, J. (2006). Comparing Science Teaching Styles to Students Perception of Scientist. Lincoln: University of Nebraska, Department of Teaching, Learning and Teacher Education. http://digitalcommons.unl.edu/teaclearfacpub/88 od 13.3.2024.
Fosnot, C. T. (2005). Constructivism Revisited: Implications and Reflections. The Constructivist, 16 (1), 21-38.
Go, Y., Kang, J (2015). Early childhood pre-service teachers’ self-images of science teaching in constructivism science education courses. Asia-Pacific Forum on Science Learning and Teaching, 16 (2), 1-25.
Harrison, C. (2013). Collaborative action research as a tool for generating formative feedback on teachers’ classroom assessment practice: the KREST Project. Teachers and teaching: theory and practice, 19(2), 202– 213. https://doi.org/10.1080/13540602.2013.741839
Jones, M. G. & Leagon, M. (2014). Science teacher attitudes and beliefs: Reforming practice. In N. G. Lederman & S. K. Abell (Eds.): Handbook of research on science education, Vol. II, 830-847. Routledge.
Kalyon, D.Ş. (2020) Primary teachers’ and students’ images of teachers and learning environments. International Electronic Journal of Elementary Education, 13 (1), 155-167.
https://doi.org/10.26822/iejee.2020.180
Kind, V. (2015). Preservice Science Teachers’ Science Teaching Orientations and Beliefs About Science. Science Education, 100 (1), 122-152.
Lay, Y. F. & Khoo, C. H. (2013). Pre-Service Science Teachers’ Mental Images of Science Teaching. Social Sciences & Humanities, 21 (84), 1361-1377.
Letina, A. & Canjek-Androić, S. (2025). Percepcija budućih učitelja o razvoju znanstvenog stvaralaštva u nastavi prirode i društva. U V. Svalina, A. Škugor, J. Martinović Bogojević & A. Bilić (ur.), Zbornik radova s Prve međunarodne konferencije Kreativni pristupi učenju i podučavanju – CALT, sv. 1, pp. 179-194.
Liaw, E. (2009). Teacher efficacy of pre-service teachers in Taiwan: The influence of classroom teaching and group discussions. Teaching and Teacher Education, 25, 176-180.
Louca, P., Rigas, P. & Valanides, N. (2002). Primary Student Teachers' Conceptions of Science Teaching. In: Proceedings of the 2nd International Conference on Science Education. Nicosia, Cyprus, 242-248.
Markic, S., Eilks, I. & Valanides, N. (2008). Developing a Tool to Evaluate Differences in Beliefs About Science Teaching and Learning Among Freshman Science Student Teachers from Different Science Teaching Domains: A Case Study. Eurasia Journal of Mathematics and Technology Education, 4 (2), 109-120.
Markic, S. & Ingo, E (2010). First-Year Science Education Student Teachers’ Beliefs about Student- and Teacher-Centeredness: Parallels and Differences between Chemistry and Other Science Teaching Domains. Journal of Chemical Education, 87(3), 335-339. https://doi.org/10.1021/ed8000864
Mensah, F. M. (2011). The DESTIN: Preservice teachers’ drawings of the ideal elementary science teacher. School Science and Mathematics, 111 (8), 379-388.
Minogue, J. (2010). What is the teacher doing? What are the students doing? An application of the draw-a-science-teacher-test. Journal of Science Teacher Education, 21, 767-781.
Ministry of Science and Education (2019). Kurikulum nastavnog predmeta Priroda i društvo za osnovne škole [Curriculum of the subject Nature and Society]. Retrieved from https://mzom.gov.hr/istaknute-teme/odgoj-i-obrazovanje/nacionalni-kurikulum/predmetni-kurikulumi/priroda-i-drustvo/747
Nespor, J. (1987). The Role of Beliefs in the Practice of Teaching. Journal of Curriculum Studies, 19, 317-328.
Nilsson, P., & Loughran, J. (2012). Exploring the development of pre-service elementary teachers’ pedagogical content knowledge. Journal of Science Teacher Education, 23(7), 699–721. https://doi.org/10.1007/s10972-011-9239-y
Nordine, J., Sorge, S., Delen, I., Evans, R., Juuti, K., Lavonen, J., Nilsson, P., Ropohl, M., & Stadler, M. (2021). Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design. Journal of Science Teacher Education, 32(8), 911–933. https://doi.org/10.1080/1046560X.2021.1902631
Prosser, K. & Trigwell, M. (2002). Experiences of Teaching in Higher Education. In: Understanding, Learning and Teaching: The Experience of Higer Education. Buckingham: SRHE and Open University Press.
Stroupe, D., Hammerness, K., & McDonald, S. (Eds.). (2020). Preparing science teachers through practice-based teacher education. Harvard Education Press.
Škugor, A. (2013). The Paradigm of Pupil-Oriented Science and Society Teaching as a Guideline in Student Training at Faculties of Teacher Education (Doctoral thesis). Zagreb: University of Zagreb, Faculty of Teacher Education
Škugor, A., Letina, A. & Tomaš, S. (2024). Student teachers’ perception of science teaching in Croatia. Revista Românească pentru Educaţie Multidimensională, 16(3), 15-31. https://doi.org/10.18662/rrem/16.3/880
Šojat, L. (2024). Beliefs and Pedagogical Content Knowledge of Croatian Pre-service Chemistry Teachers (Doctoral thesis). Split: University of Split, Faculty of Science
Talsma, V. L. (2007). Children Learning Science: Analysis of Drawings from the Science Methods Classroom. (A work in progress). A paper presented at the Annual Meeting of the North-Central Association for Science Teacher Educators (NASTE) http://homepage.mac.com/vtalsma/papers.htm
Tatar, N., Yildiz Feyzioğlu, E. Buldur, S. & Akpinar, E. (2012). Pre-Service Science Teachers’ Mental Models about Science Teaching. Educational Sciences: Theory & Practice, 12 (4), 2934-2940.
Thomas, J. A., Pederson, J. E. & Finson, K. D. (2001). Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring Mental Models and Teacher Beliefs. Lincoln: University of Nebraska, Department of Teaching, Learning and Teacher Education. http://digitalcommons.unl.edu/teaclearfacpub/94 od 13.3.2010.
Turkmen, H. & Unver, E. (2018). Comparison of Elementary Students’ Images of Science Teaching for Turkish, Dutch, Scottish, and German Science Classrooms. Universal Journal of Educational Research, 6 (11), 2624-2633, DOI: 10.13189/ujer.2018.061127
Valenčič Zuljan, M. (2008). Subjektivne teorije - cjeloživotno učenje. Rijeka: Hrvatsko futurološko društvo.
Yan, Z. (2018). How teachers’ beliefs and demographic variables impact on self-regulated learning instruction. Educational Studies, 44(5), 564–577. https://doi.org/10.1080/03055698.2017.1382331(open in a new window)
Yilmaz, H., Turkmen, H., Pedersen, J. E. & Cavasi, P. H. (2007). Evaluation of Pre-service Teachers Images of Science Teaching in Turkey. Lincoln: University of Nebraska, Department of Teaching, Learning and Teacher Education. http://digitalcommons.unl.edu/teaclearfacpub/80 od 13.2.2024.
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30.09.2025
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Copyright (c) 2025 Alma Škugor, Suzana Tomaš, Alena Letina
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Škugor, A., Tomaš, S., & Letina, A. . (2025). Student Teachers’ Perceptions of Teaching: Looking Back or Moving Forward?. Journal of Elementary Education, 18(3), 235-251. https://doi.org/10.18690/rei.4973