Elementary Teacher Preparation and Science Identity Development and Instruction

Virtual Paper ID: 55824
  1. aaa
    Katherine Dabney
    Virginia Commonwealth University
  2. aaa
    Kimberly Good
    Virginia Commonwealth University
  3. Michael Scott
    University of Texas at Austin
  4. Teri Johnson
    Virginia Commonwealth University
  5. Devasmita Chakraverty
    Indian Institute of Management Ahmedabad
  6. Brittany Milteer
    Henrico County Public Schools
  7. Alicia Gray
    Chesterfield County Public Schools

Abstract: Teachers influence students’ dispositions towards science; therefore, it is important to consider elementary teachers’ identification with science as a factor in science education. This longitudinal, qualitative study examines the experiences that served as challenges or supports to elementary Master of Teaching preservice teachers’ science teacher identity development. Six preservice teachers were interviewed at the beginning of their graduate teacher education programs and again during their first year of teaching. Challenges to science identity development included prior elementary science experiences/lack of interest, science content/coursework requirements, practicum experiences, and socioeconomic status. Supports that bolster elementary teacher efficacy for instructing science included hands-on/inquiry-based science coursework, prior experience in schools/working with children, positive practicum experiences, and support from family/friends.

Topics

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.
x