NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ948727
Record Type: Journal
Publication Date: 2011-Dec
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1046-560X
Pathways in Learning to Teach Elementary Science: Navigating Contexts, Roles, Affordances and Constraints
Smith, Deborah C.; Jang, Shinho
Journal of Science Teacher Education, v22 n8 p745-768 Dec 2011
This case study of a fifth-year elementary intern's pathway in learning to teach science focused on her science methods course, placement science teaching, and reflections as a first-year teacher. We studied the sociocultural contexts within which the intern learned, their affordances and constraints, and participants' perspectives on their roles and responsibilities, and her learning. Semi-structured interviews were conducted with all participants. Audiotapes of the science methods class, videotapes of her science teaching, and field notes were collected. Data were transcribed and searched for affordances or constraints within contexts, perspectives on roles and responsibilities, and how views of her progress changed. Findings show the intern's substantial progress, the ways in which affordances sometimes became constraints, and participants' sometimes contradictory perspectives.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A