Capturing the Transformation and Dynamic Nature of an Elementary Teacher Candidate's Identity Development as a Teacher of Science

Autor/in	Naidoo, Kara
Titel	Capturing the Transformation and Dynamic Nature of an Elementary Teacher Candidate's Identity Development as a Teacher of Science
Quelle	In: Research in Science Education, 47 (2017) 6, S.1331-1355 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-016-9550-x
Schlagwörter	Preservice Teachers; Science Instruction; Elementary School Teachers; Elementary School Science; Science Teachers; Methods Courses; Learning Theories; Cultural Context; History; Social Theories; Scientific Methodology; Professional Identity + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Methodisch-didaktische Anleitung; Learning theory; Lerntheorie; Geschichte; Geschichtsdarstellung; Gesellschaftstheorie
Abstract	This study examines the transformation and dynamic nature of one teacher candidate's (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the ways in which Susan's identity as a learner and teacher of science was influenced by her experiences in the course, and to describe how she made meaning of her transformative process. The following are the three theoretical themes: (1) learning contributes to identity development, (2) identity development is a dialogical process that occurs between individuals, not within individuals, and (3) social practice leads to transformations and transformations lead to the creation of new social practices. Within each theme, specific experiences in the science methods course are identified that influenced Susan's identity development as a teacher of science. Knowing how context and experiences influence identity development can inform design decisions concerning teacher education programs, courses, and experiences for candidates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01