"I Didn't Know Water Could Be so Messy": Coteaching in Elementary Teacher Education and the Production of Identity for a New Teacher of Science

Autor/inn/en	Siry, Christina; Lara, Johaira
Titel	"I Didn't Know Water Could Be so Messy": Coteaching in Elementary Teacher Education and the Production of Identity for a New Teacher of Science
Quelle	In: Cultural Studies of Science Education, 7 (2012) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-011-9339-1
Schlagwörter	Evidence; Preservice Teacher Education; Preservice Teachers; Team Teaching; Collaborative Writing; Self Concept; Professional Identity; Reflection; Teacher Collaboration; Elementary School Science; Science Instruction; Science Education; Science Teachers; Field Experience Programs; Teacher Educators; Educational Strategies; Methods Courses; Field Instruction; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Evidenz; Lehramtsstudiengang; Lehrerausbildung; Teamteaching; Selbstkonzept; Lehrerkooperation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Praxisnahes Lernen; Teacher education; Education; Lehrerbildung; Lehrstrategie; Methodisch-didaktische Anleitung; Praxisklasse
Abstract	Through the examination of the experiences of a pre-service teacher participating in a field-based science methods course, we make evident the ways in which a combination of collaborative teaching experiences and reflexive dialogues allowed for the evolution and transformation of her identity. This teacher is Johaira Lara, the second author of this paper, and we have engaged in a cowriting approach that has created layers of writings over time, with the focus of providing evidence of her changing perceptions and understandings of teaching and learning science. We describe the ways coteaching and cogenerative dialogues provided the opportunity for Johaira to examine and reconsider her views on science teaching, and mediated the production and transformation of her identity. We offer an evolving analysis of her identity transformation related to specific aspects of the course that were pivotal for her emergence as an elementary teacher of science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10