Journal of Science Teacher Education Pub Date : 2021-02-01 , DOI: 10.1080/1046560x.2020.1870810 Deepika Menon 1 , Saiqa Azam 2
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.
中文翻译:
职前小学教师在科学教学中的认同发展:多站点案例研究
摘要
这项定性研究的目的是调查职前小学教师在参加实地科学方法课程期间和一年后的科学教师身份发展。本研究以 Feiman-Nemser 的学习教学主题框架为基础,采用案例研究方法,旨在检查有助于形成两个参与者的科学教师身份的经验,这些参与者在两个地点的教师教育计划中具有独特的地位,美国和加拿大。一年多收集的数据包括科学自传、反思日志、访谈、课堂观察和人工制品。数据分析表明,先前科学课程、科学方法课程和课堂教学以及课程本身(一年后)的经验和互动,思考、感受、了解和充当科学老师。研究结果表明学习教学框架在塑造职前科学教师身份中的重要性。该研究包括对职前教师教育计划和研究的影响。