Literaturnachweis - Detailanzeige
Autor/inn/en | Menon, Deepika; Azam, Saiqa |
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Titel | Preservice Elementary Teachers' Identity Development in Learning to Teach Science: A Multi-Site Case Study |
Quelle | In: Journal of Science Teacher Education, 32 (2021) 5, S.558-577 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Menon, Deepika) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1046-560X |
DOI | 10.1080/1046560X.2020.1870810 |
Schlagwörter | Preservice Teachers; Science Instruction; Cross Cultural Studies; Preservice Teacher Education; Case Studies; Science Teachers; Professional Identity; Diaries; Student Attitudes; Autobiographies; Teaching Methods; Foreign Countries; Elementary School Students; Methods Courses; Student Teaching; United States; Canada Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cultural comparison; Kulturvergleich; Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Diary; Tagebuch; Schülerverhalten; Autobiography; Autobiografie; Autobiographie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Methodisch-didaktische Anleitung; Teaching practice; Unterrichtspraxis; USA; Kanada |
Abstract | The purpose of this qualitative study was to investigate preservice elementary teachers' science teacher identity development during their participation in the field-based science methods course and a year after. Grounded within the Feiman-Nemser's thematic framework of learning to teach, this study utilized a case study approach aimed to examine the experiences that contributed to formation of science teacher identities of two participants uniquely positioned in the teacher education programs at the two sites, USA and Canada. Data collected over a year included science autobiographies, reflective journals, interviews, classroom observations, and artifacts. The analysis of the data revealed that experiences and interactions within prior science courses, science methods course and classroom teaching, and the program itself (a year after), accounted for the changes in how and in what the ways the two preservice teachers "think," "feel," "know," and "act" as a teacher of science. Findings indicate the importance of the framework of learning to teach in shaping preservice science teachers' identities. The study includes implications for preservice teacher education programs and research. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |