Leveraging Informal Science Learning Environments as Places for Building Preservice Teacher Identity

• In Event: Crown Plaza Roundtable Session 8
  In Roundtable Session: How Teachers' Informal Learning Experiences Relate to Practice and Identity

Abstract

This presentation examines a 10-week internship program established for pre-service teachers at or near the end of their certification program in one of three local informal science education institutions, where they engaged in a variety of instructional activities for different audiences. A mixed methods approach, utilizing surveys as well as interviews (interns and institutional staff), was used to examine shifts in intern identity as well as those elements that supported such shifts. Although data suggest that participation in informal educator practices led to positive development, the identity change could also be hampered by less constructive practices within different institutions. Findings point to opportunities for leveraging resources to strengthen learning across a community or STEM learning ecosystem.

Author

• James F. Kisiel, California State University - Long Beach