The Science Teacher Identity and the Use of Technology in the Classroom

Journal of Science Education and Technology, Год журнала: 2019, Номер 28(5), С. 532 - 541

Опубликована: Июнь 29, 2019

Язык: Английский

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Influence of the Sources of Science Teaching Self-Efficacy in Preservice Elementary Teachers’ Identity Development

Journal of Science Teacher Education, Год журнала: 2020, Номер 31(4), С. 460 - 481

Опубликована: Янв. 28, 2020

The purpose of this mixed-methods research was to investigate changes in preservice elementary teachers' science teacher identities and self-efficacy beliefs as they participate a field-based methods course. A total 121 teachers participated, four which were purposefully selected who held varied initial levels content preparedness confidence teach. Data sources included pre- post-course administrations the Science Teaching Efficacy Belief Instrument-B, an open-ended questionnaire, two semi-structured interviews with participants, written teaching reflections, classroom observations, artifacts. analyses pre-post repeated measures analysis variance (ANOVA) design, case study approach. themes generated by using open axial coding belonged Bandura's Gee's identity framework. Results indicated statistically significant gains participants' beliefs. Qualitative revealed that nature prior experiences shaped uniquely. Findings are summarized under major suggesting ways played role shaping identity. Emerging from close connection between constructs- includes implications for education programs research.

Язык: Английский

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Becoming The Science Teacher: Constructing Identity as an Elementary Science Specialist in Urban Schools

Journal of Science Teacher Education, Год журнала: 2025, Номер unknown, С. 1 - 18

Опубликована: Янв. 22, 2025

Язык: Английский

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Navigating Acceptance and Rejection: The Development of Professional Identity in Non-Native English Teachers in Colombia

English language teaching, Год журнала: 2025, Номер unknown, С. 205 - 234

Опубликована: Янв. 1, 2025

Язык: Английский

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Unpacking readiness for elementary science teaching: what preservice teachers bring and how that can be shaped through teacher education

Studies in Science Education, Год журнала: 2023, Номер 60(1), С. 75 - 119

Опубликована: Март 10, 2023

The work of elementary science teaching is challenging given the wide array subject matter most teachers are expected to teach and a systematic de-prioritisation at these grades. In this literature review (63 papers; 2010–2020), we use framework readiness for teaching. Using allows us illustrate foundational characteristics abilities that preservice may start with develop as they become well-started beginners in face systemic challenges. To end, identify what known from research about strengths bring difficult regard their addition challenges face, describing foundation on which can build. We also highlight additional studies show how teacher education build teachers’ support them areas challenging. themes around novices’ identities, dispositions, emotions, beliefs, attitudes, self-efficacy, knowledge, engagement practices, lesson planning, enactment. Finally, four implications educators, noting focal compensate while building strengths.

Язык: Английский

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Complexity and contradiction: Disciplinary expert teachers in primary science and mathematics education

Teaching and Teacher Education, Год журнала: 2020, Номер 89, С. 103010 - 103010

Опубликована: Янв. 3, 2020

Язык: Английский

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Investigating Preservice Teachers’ Science Teaching Self-Efficacy: an Analysis of Reflective Practices

International Journal of Science and Mathematics Education, Год журнала: 2020, Номер 19(8), С. 1587 - 1607

Опубликована: Окт. 6, 2020

Язык: Английский

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Peer to Peer vs. Virtual Rehearsal Simulation Rehearsal Contexts: Elementary Teacher Candidates’ Scientific Discourse Skills Explored

Journal of Science Teacher Education, Год журнала: 2023, Номер 35(1), С. 63 - 84

Опубликована: Апрель 10, 2023

Learning science is a social enterprise that involves students communicating ideas, observations, and findings. Navigating talk between about scientific concepts practices complex task for teachers. Traditionally, educators have used method called microteaching (teaching to peers) as context practicing teaching. In this study, created practice sessions rehearsals, designed elementary teacher candidates (ETCs) participate in deliberate teaching episodes using discourse skills followed by instructor feedback. This NSF-supported work explores the use of rehearsals within virtual simulations software Mursion® (developed TeachLivE™) compared traditional treatment comparison groups. study found ETCs both contexts increased their various moves rehearsal timepoints. Compared control group, group was able address students' ideas understanding more frequently settings well classroom setting (practicum). finding indicates felt comfortable utilizing student avatars when specific were transfer some these into setting. Creating valuable experiences preparation essential possibility new innovative space those skills.

Язык: Английский

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Exploring the Development of Preservice Teachers’ Visions of Equity through Science and Mathematics Integration

International Journal of Science and Mathematics Education, Год журнала: 2024, Номер unknown

Опубликована: Май 27, 2024

Abstract This paper details an integrated inquiry-based mathematics and science method course for preservice teachers designed around STEM problem-based learning. It documents how learning (PBL) activities supported PSTs’ envisioning of equitable approaches diverse children. The overarching research question was: How did teacher lesson design experiences within inquiry translate to their vision equity-based practice? data included PSTs reflections, PBL 5E units, reflections as they watched recordings teaching units. facilitated mapping the development across field mediated in STEM. Our findings revealed visions practices emerged from PST's own experience being a learner environment who planned enacted equity focused unit classroom context. dual teacher-learner was critically important provide experiencing witnessing high level motivation during meaning-making process provided evidence that rigorous math is possible contexts.

Язык: Английский

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Preservice Elementary Teachers’ Identity Development in Learning to Teach Science: A Multi-site Case Study

Journal of Science Teacher Education, Год журнала: 2021, Номер 32(5), С. 558 - 577

Опубликована: Фев. 1, 2021

The purpose of this qualitative study was to investigate preservice elementary teachers' science teacher identity development during their participation in the field-based methods course and a year after. Grounded within Feiman-Nemser's thematic framework learning teach, utilized case approach aimed examine experiences that contributed formation identities two participants uniquely positioned education programs at sites, USA Canada. Data collected over included autobiographies, reflective journals, interviews, classroom observations, artifacts. analysis data revealed interactions prior courses, teaching, program itself (a after), accounted for changes how what ways teachers think, feel, know, act as science. Findings indicate importance teach shaping identities. includes implications research.

Язык: Английский

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