Teaching Contexts That Influence Elementary Preservice Teachers' Teacher and Science Teacher Identity Development

Autor/inn/en	Chen, Jessica L.; Mensah, Felicia Moore
Titel	Teaching Contexts That Influence Elementary Preservice Teachers' Teacher and Science Teacher Identity Development
Quelle	In: Journal of Science Teacher Education, 29 (2018) 5, S.420-439 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mensah, Felicia Moore)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2018.1469187
Schlagwörter	Elementary School Teachers; Preservice Teachers; Science Teachers; Professional Identity; Methods Courses; Science Instruction; Student Teaching; Placement; Self Efficacy; Self Esteem; Social Justice; Student Teacher Attitudes; Graduate Students + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Methodisch-didaktische Anleitung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching practice; Unterrichtspraxis; Betriebspraktikum; Praktikum; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Soziale Gerechtigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Supporting elementary preservice teachers' development of a science teacher identity provides a way to address challenges of low self-efficacy, self-confidence, and pedagogical content knowledge in science. Meaningful teaching experiences in student teaching placements and field-based science methods courses provide opportunities for preservice teachers to develop their identities as science teachers and deepen their understandings of social justice issues in science. This collective case study examined how the teacher and science teacher identities of three elementary preservice teachers, and their becoming social justice teachers, developed during their first semester of student teaching after taking a one-semester science methods course. The study drew on subject matter teacher identity, positioning theory, and social justice science teacher identity. Preservice teachers' personal identities and histories, university coursework, positioning in their student teaching classrooms, and opportunities to authentically teach were identified as mediating influences on the development of their teacher and science teacher identity, as well as their perceived ability to teach science for social justice. The study has implications for understanding the ways in which student teaching experiences, including how cooperating teachers position student teachers, support or work against reform-oriented science teacher identities developed through university coursework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01