The study aimed to describe how a team of final-year pre-service teachers followed the process of improvisation to develop and utilise improvised science-teaching models during a teaching practicum experience. Guided by a conceptual understanding of the process of improvisation, this purposeful qualitative case study sought to respond to a series of research questions. These research questions are: “What are the issues that necessitate the need to develop science-teaching models for a teaching practicum experience?”, “How could the process of improvisation enable Natural Science pre-service teachers to develop improvised science-teaching models for a teaching practicum experience?” and “To what extent do the Natural Science pre-service teachers utilise the improvised science-teaching models in their teaching practicum?” Data collection methods such as spontaneous free-response e-mail communications, a focus-group discussion, and the use of photo-voice methodology yielded rich empirical data. The findings revealed how the Natural Science pre-service teachers ultimately engaged with the improvisation principles to develop improvised science-teaching models from low-cost and recycled materials. The paper further describes how the improvised science-teaching models were introduced in the pre-service teachers’ Natural Science lesson delivery as part of a model-based teaching approach. Findings from the study suggest that initial teacher education programs render environmental and contextual consciousness in shaping pre-service teachers for the diverse schooling contexts. The study further suggests that initial teacher education programs be intentional towards structuring module course material to make the skill of improvisation accessible to pre-service teachers as part of their teacher development.
Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers’ use of the Internet in science teaching
