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Peer-reviewed article

Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence

August 26, 2010 | Public Programs, Professional Development, Conferences, and Networks
This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants’ mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates to see themselves, and to be seen by others, as enacting key recommendations by science education standards documents, including exhibiting: positive attitudes, sensitivity to diversity, and increasing confidence in facilitating hands‐on science participation, inquiry, and collaborative work. Our study provided evidence that the infusion of an informal science education internship in a formal science teacher education programme influenced positively participants’ professional identity development as science teachers.

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  • University of Maryland College Park
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    University of Maryland College Park
  • J. Randy McGinnis
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    University of Maryland College Park
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    University of Maryland College Park
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  • Rebecca Pease
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    University of Maryland College Park
  • Citation

    Resource Type: Research Products
    Discipline: Education and learning science | General STEM
    Audience: Educators/Teachers
    Environment Type: Public Programs | Afterschool Programs | Professional Development, Conferences, and Networks | Professional Development and Workshops

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