Pre-Service Science Teachers’ Images about Their Past and Future Classrooms: Scratches from Indonesian Teacher Training Program at Islamic University

Abstract

This study explores the science class

experiences of pre-service science teachers (PSTs) and reveals their images of

own future classrooms. In addition, the discussion leads to the relationship

between teaching style based on their images, gender, the type of educational

background, the meaningfulness of science subjects, the response to school

teacher’s classroom in the past, and the desire to be a science teacher in the

future. This study involved 176 first-year pre-service science teachers taking

the teacher training program at two Islamic Universities. Data collection used

the modified Draw-A-Science Teacher Test Checklist (DASTT-C) instrument. The

results showed that the teaching style drawn by pre-service teachers was

dominated by teacher-centered (65%), neither student-centered nor

teacher-centered (24%), and student-centered (11%). There is no significant

relationship between teaching style and gender, the type of institution at the

previous level, the meaningfulness of science subjects, and the desire to be a

science teacher in the future, but the description of their teaching style has

a significant relationship with their responses to school-science teachers’

instruction. The response of PSTs to their past learning leads to how they

present the future learning environment.