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The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers’ Science Classroom Teaching Identity

December 1, 2013 | Informal/Formal Connections
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.

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  • REVISE logo
    Author
    University of Maryland, College Park
  • J. Randy McGinnis
    Author
    University of Maryland, College Park
  • riedinger square
    Author
    University of North Carolina, Wilmington
  • Gili Marbach-Ad
    Author
    University of Maryland, College Park
  • Amy Dai
    Author
    University of Maryland, College Park
  • Citation

    DOI : 10.1007/s10972-012-9330-z
    ISSN : 1046-560X
    Publication Name: Journal of Science Teacher Education
    Volume: 24
    Number: 8
    Page Number: 1357
    Resource Type: Peer-reviewed article
    Discipline: Education and learning science | General STEM | History/policy/law
    Audience: Elementary School Children (6-10) | Undergraduate/Graduate Students | Educators/Teachers | Scientists | Evaluators
    Environment Type: Informal/Formal Connections | K-12 Programs | Higher Education Programs

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