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ERIC Number: EJ837088
Record Type: Journal
Publication Date: 2009-Apr
Pages: 22
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1046-560X
Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice
Eick, Charles J.
Journal of Science Teacher Education, v20 n2 p135-156 Apr 2009
Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students based on the select application of National Science Teachers Association's National Standards for Science Teacher Preparation. Methods students completed a resume, an interview on pedagogical preferences, and a learning styles survey to determine the reform-based standards and pedagogical approaches that better fit their personal histories and identity formation as science teachers. Each case was unique with one student better meeting the Standards of "Issues" and "Science in the Community" and the other student better meeting the standards of "Inquiry" and the "Nature of Science". Student teachers planned and taught lessons based on their IRP and were mostly successful in meeting their prescribed standards and utilizing their preferred pedagogies. However, their success in use of specific strategies supporting their approach was highly dependent upon classroom context. The use of the IRP process as a reflective tool strengthening identity formation and early practice is discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A