The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

Autor/inn/en	Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy
Titel	The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity
Quelle	In: Journal of Science Teacher Education, 24 (2013) 8, S.1357-1379 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9330-z
Schlagwörter	Beginning Teachers; Case Studies; Elementary School Teachers; Federal Legislation; Science Education; Teacher Education Programs; Teacher Attitudes; Self Concept; Resilience (Psychology); Science Instruction; Educational Policy; Interviews; Computer Mediated Communication; Professional Identity; Informal Education + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bundesrecht; Naturwissenschaftliche Bildung; Lehrerverhalten; Selbstkonzept; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Computerkonferenz; Informelle Bildung; Nichtformale Bildung
Abstract	In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning--qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10