Preservice Representations of Self: Models of Science Teaching

• In Event: Equity for ALL Students and Teachers in the Science Classroom

Abstract

Investigating the ways in which PSTs represent themselves as science teachers before, during, and after methods course experiences can inform best practices of elementary science teacher preservice and inservice development as well as further highlight the concerns and objectives of PSTs. Therefore, as pre-service science teacher educators, we seek to understand the ways in which PSTs represent themselves as future science teachers and the experiences within the methods courses that influence those representations. Science teacher models showed that PSTs moved towards a model of self that centered the student as science learner, but rarely considered their role in equitable access for all students. Further investigation into how to support PST reflection on and representation of positionally is needed.

Authors

• Kelly Feille, University of Oklahoma

• kristen shelton, University of Oklahoma