Educational Studies ISSN 0305-5698 print/ISSN 1465-3400 online © 201 Taylor & Francis http://www.tandfonline.com Preservice science teachers reflect on their practicum experiences Isil Koc* Department of Science Education, Hasan Ali Yucel Faculty of Education, Istanbul University, Vefa, Istanbul, Turkey Taylor and Francis CEDS_A_567030.sgm 10.1080/03055698.2011.567030 Educational Studies 0305-5698 (print)/1465-3400 (online) Article 2011 Taylor & Francis 00 0000002011 Dr IsilKoc cmarnewick@uj.ac.za The practicum provides an opportunity for preservice teachers to apply knowledge and skills in actual classroom settings. Thus, it serves as a central component of virtually all teacher education programmes. This study focused the views of 16 preservice science teachers on their practicum experiences. Individual interviews were made to construct a picture of practicum as experienced by the preservice science teachers. Group seminar sessions, and written reflections were also utilised to confirm and support data from the interviews. The findings based on data gathered indicate that preservice science teachers were not exposed to environment that reflected their expectations toward learning outcomes. It is essential to provide conditions of a quality experience to preservice science teachers during their teacher education programmes in order to prepare preservice teachers to teach science effectively. Keywords: practicum; preservice science teachers; science teaching Introduction In teacher education programmes, practicum serves as a culminating event that attempts to bridge academic coursework and the realities of classroom teaching (Kagan 1992). A statement from the National Standards for Professional Development for Teachers of Science reveals that, “Teachers need experiences that engage them in active learning that builds their knowledge, understanding, and ability to teach science” (National Research Council [NRC] 1994, 57). Additionally, a study by Melear et al. (2000) indicated that preservice teachers need instruction and practice in the science content that they will be expected to teach science effectively. As Tobin (1993) stated, learning about teaching science is best skilled by direct experience of the teacher–learner in combination with opportunities to reflect critically on the expe- rience and emergent problems. Therefore, it is important that practicum experiences be recognised as essential context for preservice teachers to learn about their teaching of science and develop teaching skills that support student learning. In Turkey, teacher education programmes supply the public school system with many new teachers in each academic year. Such programmes aim to develop the knowledge, skills and attributes of preservice teachers in order to prepare them to teach effectively and meet all the learning needs of students. It is common for these programmes to follow a similar model when it comes to the preparation programmes for preservice science teachers. The relationship between the instruction that preser- vice science teachers receive at the academic level and the experiences they gain *Email: isilkoc@istanbul.edu.tr Vol. 38, No. 1, February 201 , 31–38 http://dx.doi.org/10.1080/03055698.2011.567030 2 2