Exploring the role of identity in elementary preservice teachers who plan to specialize in science teaching

被引：12
|
作者：
Kier, Meredith W. [1 ]
Lee, Tammy D. [2 ]
机构：
[1] Coll William & Mary, Dept Curriculum & Instruct, 301 Monticello Ave, Williamsburg, VA 23185 USA
[2] East Carolina Univ, Dept Math Sci & Instruct Technol Educ MSITE, 358 Stone Gate Dr, Greenville, NC 27858 USA
来源：
TEACHING AND TEACHER EDUCATION | 2017年 / 61卷
关键词：
Science preparation; Preservice elementary teachers; Identity; SELF-EFFICACY; ATTITUDES; EDUCATION; KNOWLEDGE; ACHIEVEMENT; EXPERIENCES; INSTRUMENT; INQUIRY;
D O I：
10.1016/j.tate.2016.10.016
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Reforms in science education emphasize learning outcomes of elementary students; it is important to prepare elementary teachers to teach reformed-based science. This study interviews twenty elementary preservice teachers who participated in four discipline-specific science teaching methods courses to become elementary science specialists. This study asks: Why do elementary preservice teachers want to specialize in science teaching? And, how do the they narrate change in their identities following enrollment and through the progression of one or more courses? Using an identity lens, we find that discipline specific experiences and practice develops teachers' ability to see themselves as reformed based elementary science teachers. (C) 2016 Elsevier Ltd. All rights reserved.
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页码：199 / 210
页数：12
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