Agency Development in Preservice Science Teachers: A Multimodal Analysis

• In Event: 61.059 - Science Teaching and Learning SIG Paper Session: Preservice Teachers

Abstract

This report presents a mixed-methods analysis of pre-service science teacher agency development over the course of a university-based teacher preparation program designed to promote reform-based pedagogical practices supportive of English Learners (ELs) and English language development. Agency is defined as a discursive claiming of responsibility, where science teachers position themselves and their students as capable of teaching and learning science, a position that must be reflected in practice. Analysis of semi-structured pre-/post-interviews revealed that participants left the program with an increased sense of agency with respect to their ability to teach science for all students, including ELs. For two case-study teachers, such agentic positioning was reflected in classroom practice as well as their students’ classroom experiences.

Authors

• Caroline Thompson Spurgin, University of California - Santa Cruz

• Doris B. Ash, University of California - Santa Cruz

• Lora Bartlett, University of California - Santa Cruz