A Case Study of an Elementary Teacher Candidate’s Identity Related to Science Teaching and Learning

• In Event: Poster Session 12
  In Poster Session: Researching Ways Students Learn and Change

Abstract

This case study describes transformations in identity and self-efficacy related to science teaching and learning for one student throughout an innovative graduate-level science methods course. The design of the course was informed by the cultural-historical activity theory and situated learning theory. The objective of the course was to provide practical, reflective, and collective activity among prospective educators, elementary children, and university professors. The experiences in the course encouraged the development of identity and self-efficacy as teachers of science, while the research revealed the dynamic nature of these characteristics. This study has significant implication for the design of elementary education programs and science methods courses as the development of science teaching identity and self-efficacy influence learning and future teacher behavior.

Author

• Kara Naidoo, New York University