Preservice Elementary Teachers' Identity Development in Learning to Teach Science: A Multi-Site Case Study

Autor/inn/en	Menon, Deepika; Azam, Saiqa
Titel	Preservice Elementary Teachers' Identity Development in Learning to Teach Science: A Multi-Site Case Study
Quelle	In: Journal of Science Teacher Education, 32 (2021) 5, S.558-577 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Menon, Deepika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1870810
Schlagwörter	Preservice Teachers; Science Instruction; Cross Cultural Studies; Preservice Teacher Education; Case Studies; Science Teachers; Professional Identity; Diaries; Student Attitudes; Autobiographies; Teaching Methods; Foreign Countries; Elementary School Students; Methods Courses; Student Teaching; United States; Canada + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cultural comparison; Kulturvergleich; Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Diary; Tagebuch; Schülerverhalten; Autobiography; Autobiografie; Autobiographie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Methodisch-didaktische Anleitung; Teaching practice; Unterrichtspraxis; USA; Kanada
Abstract	The purpose of this qualitative study was to investigate preservice elementary teachers' science teacher identity development during their participation in the field-based science methods course and a year after. Grounded within the Feiman-Nemser's thematic framework of learning to teach, this study utilized a case study approach aimed to examine the experiences that contributed to formation of science teacher identities of two participants uniquely positioned in the teacher education programs at the two sites, USA and Canada. Data collected over a year included science autobiographies, reflective journals, interviews, classroom observations, and artifacts. The analysis of the data revealed that experiences and interactions within prior science courses, science methods course and classroom teaching, and the program itself (a year after), accounted for the changes in how and in what the ways the two preservice teachers "think," "feel," "know," and "act" as a teacher of science. Findings indicate the importance of the framework of learning to teach in shaping preservice science teachers' identities. The study includes implications for preservice teacher education programs and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01