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Exploring Career Change Transitions Through A Dialogic Conceptualization Of Science Teacher Identity, Lara Smetana, Ali Kushki
Exploring Career Change Transitions Through A Dialogic Conceptualization Of Science Teacher Identity, Lara Smetana, Ali Kushki
Education: School of Education Faculty Publications and Other Works
Research into the construct of science teacher identity has gained momentum over the past decade in an effort to achieve a more comprehensive, holistic understanding of teacher learning and development. As yet few studies have examined the unique identity challenges of science teacher career changers. Akkerman and Meijer’s (2011) dialogical approach to the conceptualization of teacher identity informed this longitudinal, qualitative study exploring the different identity aspects, or I-positions, of two individuals who had changed careers to teach high-school biology. The study identified moments of disequilibrium experienced by the participants and explored how they each eventually restored equilibrium. Analysis included …
Cultural Institutions As Partners In Initial Elementary Science Teacher Preparation, Lara Smetana, Daniel Birmingham, Heidi Rouleau, Jenna Carlson, Shannon Phillips
Cultural Institutions As Partners In Initial Elementary Science Teacher Preparation, Lara Smetana, Daniel Birmingham, Heidi Rouleau, Jenna Carlson, Shannon Phillips
Education: School of Education Faculty Publications and Other Works
Despite an increased recognition of the role that ‘informal’ learning spaces (e.g. museums, aquariums, other cultural institutions) have in children’s science education (NRC, 2015), there remains a gap between the goals and values of ‘informal’ and ‘formal’ (i.e. school-based) learning sectors. Moreover, the potential for informal spaces and institutions to also play a role in initial teacher preparation is only beginning to be realized. Here, we present our Science Teacher Learning Ecosystem model and explain how it frames the design of our elementary science teacher education coursework. We then use this framework to describe learning experiences that are collaboratively planned …