Exploring New Teacher Beliefs: Identity, Home Life, and Culture in the Classroom

• In Event: Marriott Roundtable Session 4
  In Roundtable Session: Teaching and Schools

Abstract

This study details what occurred during the 2018 Noyce Community of Practice (CoP). This National Science Foundation instructional intervention was embedded in a science education field practicum course, and utilized principles of both collaborative action research, and enhanced normal practice as (n=8) pre-service STEM teachers participated in a journal club focused on improving teaching and learning in high-need classrooms. The Noyce CoP proved to be a successful arena for these future STEM educators to express, explore, and develop their beliefs regarding the impact of identity, home-life, and sociocultural-interactions teaching and learning in high-need middle and secondary STEM classrooms. Additionally, thematic analysis revealed our methodology may prove useful for teacher educators seeking to improve STEM teaching and learning these settings.

Authors

• Frederick Bernard Bradley, University of South Florida

• Allan Feldman, University of South Florida