Developing preservice teachers' pedagogical reasoning ability

Teachers not only need to develop a knowledge base for teaching, but also should be able to make reasoned decisions regarding their classroom science teaching. Preservice teachers need opportunities to begin developing their pedagogical reasoning ability as part of their undergraduate education so that science teaching in primary schools is based on sound reasoning. This paper, using a case study methodology, reports on the initial pedagogical reasoning ability of second-year preservice primary teachers. By completing a problem-based science education topic, these preservice teachers had the opportunity to explore all stages in the pedagogical reasoning process. Preservice teachers initially demonstrated limited pedagogical reasoning ability, but as a result of the framework provided in the problem-based approach, they were able to refine their reasoning ability. Through a combination of group work and individual research, the preservice teachers were able to integrate their science knowledge, curriculum knowledge and knowledge of learners and apply this to a peerteaching situation and in the process develop their pedagogical reasoning skills.