Investigating the Impact of a Practicum Experience in an Aquarium on Pre‐service Teachers

By David Anderson, Bethan Lawson, Jolie A. Mayer-Smith. 2006

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Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence (2011, background): “Thus, we found that prior teacher preparation programmes, connecting informal and formal science education, may alter pre-service teachers’ views about the nature of science teaching and learning, build confidence, develop identities, and supplement learning that occurs in the formal setting (Anders”
The practicum in preservice teacher education: a review of empirical studies (2013, background): “(3) Adopting conceptual frameworks, approaches, principles, or ideas about teacher preparation and development turned out to be the main focus of the practicum, and mentors had to help preservice teachers develop their own style and educational perspectives (Anderson et al., 2006; Dinsmore & Wegner,”
Reflective Practice as a Means for Preparing to Teach Outdoors in an Ecological Garden (2009, background): “However, similar experiences of preservice teachers who were engaged in a practicum in an aquarium indicated the teachers felt more comfortable in teaching at the aquarium as well as in school (Anderson et al. 2006).”