Teacher Identity Development: Examining a Prospective Science Teacher's Positioning

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Examining and Developing a STEM Teacher Identity (Table 9)

Abstract

This proposal draws on the field teaching experience of a prospective science teacher and explores the ways of how she discursively positioned herself before and after participating in a STEM camp at the beginning of a teacher preparation program. We collected pre-camp one-to-one interviews, post-camp group interviews, and individual STEM written reflections. Our findings demonstrate the prospective science teacher shifted her positionings of what effective STEM is that moves from general ideas before the camp to specific examples and strategies that she can use after the camp. Finally, we discuss the importance of collaborative mentorship and reflective practitioning in prospective teacher education.

Authors

• Danielle E. Dani, Ohio University
  Presenting Author

• Lizhen Chen, Ohio University
  Presenting Author

• Courtney Koestler, Ohio University
  Presenting Author

• Kayla Heacock, Ohio University
  Presenting Author