Learning to Teach Elementary Science in an Experiential, Informal Context: Culture, Learning, and Identity

• DOI: 10.1002/sce.21138
• Publication Date: 2014-12-21T16:22:42Z
• Authors: CAROLYN S. WALLACE; LORI BROOKS
• Keywords: Identity Formation

Lack of time for teaching science in traditional classroom placements the United States has led some teacher educators to provide practice elementary education students informal settings. The purposes this study were describe culture one methods course taught conjunction with a K–7 summer camp and explore how identities three case-study developed culture. Theoretical frameworks included situated learning (J. S. Brown, A. Collins, & P. Duguid, 1989), professional identity development (M. B. Brewer W. Gardner, 1996), pragmatic approach constructivist theory (P. Cobb, 1994). An ethnographic was used determine meaning from participants’ points view. Results indicated that preservice autonomy, peer collaboration, close relationships children key features course. One participant an initial who favored found opportunities try out learn it might be implemented. second student began only vague sense her own tended adopt elements similar those peers group. third appeared experience less dissonance between other possible identities, enhancing disposition meet needs all diverse children.