Exploring Preservice Teachers' Experiences as They Wrestle With Expansive Conceptions of Science Teaching and Learning

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Sociopolitical Issues in STEM Teacher Education (Table 14)

Abstract

As teacher educators, to prepare equitable and just science teachers, we aim to support preservice teachers (PSTs) in expanding their conceptions of science teaching and learning in ways that push the traditional boundaries of “what counts” as intellectually generative for students’ scientific sensemaking and “who counts” as capable of meaningful engagement in science. This work of expanding conceptions, however, is thick with complexities and emotions as PSTs grapple with and reflect on their own beliefs, ideologies, and experiences. In this study, we used thematic analysis to explore and make sense of PSTs’ experiences as they grappled with interrogating and expanding their conceptions of science teaching and learning and discuss the significance of these experiences for our practice as teacher educators.

Authors

• Allison T. Metcalf, Florida State University

• Lama Ziad Jaber, Florida State University

• Shannon G. Davidson, University of Alabama