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영어

The purpose of this study was to explore two preservice teachers' beliefs and practices about teachingand learning science in the classroom, real teaching contexts. Data were collected through survey,questionnaire, interviews, and class observations with fieldnotes for triangulation. Preservice teachers'belief system consisted of two domains; one was the foundational and very common domain and theother was specific one depending on personal experience and interest. About belief change during fieldexperience, participants did not display critical change during field experience. The relationship betweenbeliefs and practices displayed by participants were consistent and inconsistent depending on teachingcontext. Finally, mentor teachers' influence on preservice teachers was identified as critical one inpreservice teachers’ forming beliefs. Implication was possible in teacher education in that preserviceteachers are necessary to have opportunities to reflect on their beliefs and practices in the real contextof teaching long enough, such as field experience, so that they have enough time to form and structurebeliefs about teaching and learning science firmly.