Supporting Preservice Teachers' Transformative Approaches Toward Learning Science in Informal Settings: Changing Minds, Changing Lives

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-3 - Examining Teaching Practices Across the Content Areas

Abstract

This study examines teacher development whilst embedding informal learning in science in everyday practice. The research was conducted as part of a 9-month initial teacher education program in London, U.K. where pre-service teachers (PSTs) prepare to teach high school science in superdiverse, urban environments.
As part of their training the PSTs participate in a range of informal learning experiences in different cultural settings, where they consider the links between theory and practice. Data were collecting using a mixed-methodical approach including field notes, interviews and reflective journals.
The analysis reveals the program is effective in promoting transformative change in using informal contexts and settings in science teaching to promote cultural awareness.

Authors

• Paul Davies, UCL Institute of Education London

• Ruth Amos, Institute of Education - London

• Roussel De Carvalho, Institute of Education London