Reconceptualizing Elementary Teacher Preparation: A Case for Informal Science Education

Autor/in	Avraamidou, Lucy
Titel	Reconceptualizing Elementary Teacher Preparation: A Case for Informal Science Education
Quelle	In: International Journal of Science Education, 37 (2015) 1, S.108-135 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.969358
Schlagwörter	Elementary School Teachers; Methods Courses; Science Education; Informal Education; Case Studies; Preservice Teachers; Preservice Teacher Education; Beginning Teachers; Teacher Attitudes; Data Collection; Journal Writing; Semi Structured Interviews; Foreign Countries; Qualitative Research; Europe + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Methodisch-didaktische Anleitung; Naturwissenschaftliche Bildung; Informelle Bildung; Nichtformale Bildung; Case study; Fallstudie; Case Study; Lehramtsstudiengang; Lehrerausbildung; Junior teacher; Junglehrer; Lehrerverhalten; Data capture; Datensammlung; Zeitschriftenaufsatz; Ausland; Qualitative Forschung; Europa
Abstract	The purpose of this case study was to explore the ways in which 3 different informal science experiences in the context of an elementary methods course influenced a group of prospective elementary teachers' ideas about science teaching and learning as well as their understandings about the role of informal science environments to teaching and learning. In order to address this question, data were collected in a period of an academic semester through the following sources: journal entries for each of the 3 experiences, a personal teaching philosophy statement and a 2-hour long semi-structured interview with each of the 12 participants. Open coding techniques were used to analyze the data in order to construct categories and subcategories and eventually to identify emerging themes. The outcomes of the analysis showed that the inclusion of informal science experiences in the context of teacher preparation has the potential to support beginning elementary teachers' development of contemporary ideas about science teaching and learning related to inquiry-based science, the nature of scientific work and the work of scientists, connecting science with everyday life, and making science fun and personally meaningful. These findings are discussed alongside implications for policy, teacher preparation, and research under these themes: (a) addressing reform recommendations; (b) developing positive orientations toward science and science teaching; and (c) constructing understandings about scientists' work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10