Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A Focus on Drawings as Evidence

Autor/inn/en	Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca
Titel	Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A Focus on Drawings as Evidence
Quelle	In: International Journal of Science Education, 33 (2011) 9, S.1169-1197 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Hands on Science; Science Teachers; Identification (Psychology); Internship Programs; After School Programs; Preservice Teacher Education; Mentors; Science Instruction; Student Teacher Attitudes; Student Diversity; Inquiry; Cooperative Learning; Preservice Teachers; Elementary School Science; Informal Education; Freehand Drawing + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Berufspraktische Ausbildung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Informelle Bildung; Nichtformale Bildung; Drawing; Zeichnen
Abstract	This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants' mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates to see themselves, and to be seen by others, as enacting key recommendations by science education standards documents, including exhibiting: positive attitudes, sensitivity to diversity, and increasing confidence in facilitating hands-on science participation, inquiry, and collaborative work. Our study provided evidence that the infusion of an informal science education internship in a formal science teacher education programme influenced positively participants' professional identity development as science teachers. (Contains 2 notes, 3 tables, and 8 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10