Potential Science Teachers’ Understanding About Students and Student Learning: Contrasts Across Gender, Ethnicity, First Language, and Major

• In Event: Poster Session 13
  In Poster Session: Relationships Between Preservice Teacher Preparation and Practice

Abstract

We investigated potential teachers’ views of students and student learning in an introductory course for undergraduates considering secondary science teaching as a career. This undergraduate course included both a weekly university seminar and field placement hours in a local grade 7-12 science classroom. To better understand the intersection of individual identity and equity issues, we constructed a purposeful sample of 18 potential secondary science teachers across three course sections. Our target undergraduate participants varied by their gender, ethnicity, first language, and academic major. Our qualitative analysis of data collected – undergraduate surveys, videotapes of seminar sessions, interviews, and completed course assignments – yielded both similarities and differences in these undergraduates’ views of students and student learning.

Authors

• Ashley Iveland, University of California - Santa Barbara

• Ethny A. Stewart, University of California - Santa Barbara

• Julie Bianchini, University of California - Santa Barbara