Researching the Induction of Intending Elementary Science Teachers in Multicultural Settings: The Science Student Teaching Component.

Autor/inn/en	McGinnis, J. Randy; Davis, Rachel T.
Titel	Researching the Induction of Intending Elementary Science Teachers in Multicultural Settings: The Science Student Teaching Component.
Quelle	(1995), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teacher Induction; Case Studies; Cultural Differences; Educational Research; Elementary Education; Elementary School Teachers; Multicultural Education; Qualitative Research; Science Instruction; Science Teachers; Student Teacher Attitudes; Student Teachers; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kultureller Unterschied; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Multikulturelle Erziehung; Qualitative Forschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This is one component of an in-depth, longitudinal case study investigating the deliberate attempt to infuse a science multicultural perspective throughout an elementary teacher education program at a major research university. Intending teachers' perspectives of being inducted into a profession overtly signifying its commitment to multicultural awareness and action were documented during their methods experience, their student teaching experience, and during the first few years of their teaching practice. The focus in this paper is the student teaching component for 40 prospective science teachers. Data sources were individual semi-structured audiotaped interviews. Data were analyzed through standard qualitative techniques to generate insights for science teacher educators. Implications for science teacher education focus on the assertions that intending teachers bring multiple perspectives to their teaching and that these perspectives face a commitment test during the student teaching experience. In addition, intending teachers discovered during student teaching that the schools in which they were placed did not really value science teaching. (Contains 2 figures and 16 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC