Poster #21 - Investigating Preservice Elementary Teachers' Science Teacher Identity Using Science Autobiographies and Reflections

• In Event: 61.072 - MTCC Poster Session 13
  In Poster Session: 61.072-3 - Division K: Preservice Teacher Education Coursework Poster Section

Abstract

This mixed-methods research investigated factors associated with preservice elementary teachers’ formation of science teacher identity in the context of a science methods course. The research was conducted at two public universities located in the United States and Canada, and a total of 55 (36 +19) preservice elementary teachers participated in this study. Quantitative data were collected through STEBI-B survey (as pre and post-test) and qualitative data were collected through written science autobiographies, and written reflections on teaching experiences. The data analysis indicated a positive shift in elementary teachers’ science identity, and they credited their experiences in the field for enhancing their confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

Authors

• Saiqa Azam, Memorial University of Newfoundland

• Deepika Menon, Towson University