Reimagining Preservice Science Teacher Preparation Through a Virtual STEM Microteaching Experience: A Research-Practice Partnership

• In Event: Imagining and Examining STEM Practice and Preparation

Abstract

This qualitative study examined the development of preservice science teacher (PST) preparation as they engaged in microteaching experiences through a virtual STEM camp. Penuel and Gallagher's (2017) research-practice partnerships [RPP] and Yosso's (2005) community cultural wealth model informed this research and program development. Data sources included PST reflections, lesson plans, observer field notes, and interviews. Findings revealed, (a) The PSTs embraced the concept of abolitionist teaching to inform their microteaching lessons; (b) The RPP and STEM program context humanized the curriculum and virtual teaching of science (c) The community cultural wealth model informed their perceptions of and interaction with students of color.

Authors

• Vanessa Nizeyimana Louis, Georgia State University

• Natalie S. King, Georgia State University