Elementary Teacher Preparation and Science Identity Development and Instruction
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.