![](\"https:\/\/i0.wp.com\/spedxpress.com\/wp-content\/uploads\/2011\/07\/Tips-for-new-teachers_Gillian.jpg?resize=500%2C334\")
<\/p>\nOne of the many challenges that we as pre-service teachers tend to face is the self-doubt that we may not be good teachers.\u00a0 That aching, nagging feeling that is deep in your stomach and when you do something wrong or when you don’t really understand something you are learning in your education classes.\u00a0 Yeah, that thing.\u00a0 We’ve all been there.<\/p>\n
<\/p>\n
After you get past that feeling (sometimes we never really do, but that’s okay, you’re doing great anyways!), we often think if we can really teach someone our subject.\u00a0 “Will I get through to these kids?”, “Will they enjoy this subject enough to want to learn it?”, and so many other similar questions go through our heads.<\/p>\n
We learn the methods of teaching, the ability to manage our classroom, how other subjects relate to the one we are teaching, and so much more.\u00a0 We even begin to view the methods that teachers in our other classes use to teach and critique them all the time (I can’t be the only one that does this, right…?).\u00a0 We know all the best practices, but can we really separate ourselves and our experiences of learning from the ways that we are teaching?<\/p>\n
![](\"https:\/\/i0.wp.com\/www.dmu.ac.uk\/webimages\/About-DMU-images\/Learning-and-teaching\/TLbannernew.jpg?resize=680%2C250\")
<\/p>\n
Spotting a Difference<\/b><\/span><\/p>\n I recently came across an article by Heike Brauer and Matthias Wilde named\u00a0“Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?”.\u00a0 The two researchers and authors of the article did a study to see if pre-service teachers could distinguish their own methods of learning from the methods that are best for their students.<\/p>\n They identified two major\u00a0 general components of the way that science teachers teach:<\/p>\n We’ve learned that constructivist learning works better for most students, especially science students.\u00a0 Most of us hold this belief because we’ve been taught it and our education professors show us the power that it holds, over just giving lectures for students to take notes on.<\/p>\n These general components we tend to differentiate ourselves from our students.\u00a0 We know when the methods are important for us and when they are important for them, according to the study.<\/p>\n *Transformative approach is another term for Constructivist<\/p>\n The authors also identified two science-specific beliefs that pre-service teachers held:<\/p>\n\n
\n
\n
![](\"https:\/\/i0.wp.com\/slideplayer.com\/slide\/5260934\/16\/images\/26\/Transmissive%2BTransformative%2BEducation%2Babout%2BVs%2BEducation%2Bfor.jpg?resize=504%2C357\"){kind=spacer}
<\/p>\n\n
\n
\n