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ERIC Number: EJ1039011
Record Type: Journal
Publication Date: 2013-Dec
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-560X
The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity
Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy
Journal of Science Teacher Education, v24 n8 p1357-1379 Dec 2013
In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning--qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.
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 - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001