Pub Date : 2023-04-11DOI: 10.1080/1046560x.2023.2181506
Julie C. Brown, M. Joyce
{"title":"The Emphasis on Multicultural Science Instruction in NSTA Science Scope and the Science Teacher Journals","authors":"Julie C. Brown, M. Joyce","doi":"10.1080/1046560x.2023.2181506","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2181506","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49317181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-10DOI: 10.1080/1046560x.2023.2181505
Tammy D. Lee, Carrie W. Lee, Mark H. Newton, P. Vos, Jennifer L. Gallagher, Daniel L. Dickerson, Camryn Regenthal
{"title":"Peer to Peer vs. Virtual Rehearsal Simulation Rehearsal Contexts: Elementary Teacher Candidates’ Scientific Discourse Skills Explored","authors":"Tammy D. Lee, Carrie W. Lee, Mark H. Newton, P. Vos, Jennifer L. Gallagher, Daniel L. Dickerson, Camryn Regenthal","doi":"10.1080/1046560x.2023.2181505","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2181505","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46906050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/1046560X.2022.2046248
Justina A. Ogodo
ABSTRACT Many studies have argued the need for culturally competent teachers in the classroom as learners’ demography shifts toward more diversity. The teaching workforce remains predominantly unchanged, with more White teachers than other races or ethnic groups. Many teacher preparation programs use multicultural education or equity and diversity courses that focus on current issues and perspective; however, few use curriculums that focus on urban teaching or integrate an immersive experience to enhance their preservice teachers’ cultural competency. This paper highlights an urban teaching curriculum that uses a holistic praxis of formal—theory-based and informal—practice-based immersive learning experience to prepare preservice teachers for diversified urban classrooms. The study examined the impact of the curriculum on preservice teachers’ development of cultural knowledge base leading to cultural competency. This well-crafted praxis offer rich and authentic learning experiences resulting in the positive transformation of the preservice teacher’s beliefs, dispositions, and self-efficacy to be culturally aware and responsive. The findings indicate that cultural isolation and deficit perspectives contributed to the participants’ lack of cultural knowledge. However, the immersive experience presented through the curriculum provided the preservice teachers’ access to authentic informal learning that transformed their worldviews and enhanced their self-efficacy to teach in urban high-need settings.
{"title":"Developing STEM Teachers’ Cultural Competence through an Urban Teaching Curriculum: A Cultural Border Crossing Experience","authors":"Justina A. Ogodo","doi":"10.1080/1046560X.2022.2046248","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2046248","url":null,"abstract":"ABSTRACT Many studies have argued the need for culturally competent teachers in the classroom as learners’ demography shifts toward more diversity. The teaching workforce remains predominantly unchanged, with more White teachers than other races or ethnic groups. Many teacher preparation programs use multicultural education or equity and diversity courses that focus on current issues and perspective; however, few use curriculums that focus on urban teaching or integrate an immersive experience to enhance their preservice teachers’ cultural competency. This paper highlights an urban teaching curriculum that uses a holistic praxis of formal—theory-based and informal—practice-based immersive learning experience to prepare preservice teachers for diversified urban classrooms. The study examined the impact of the curriculum on preservice teachers’ development of cultural knowledge base leading to cultural competency. This well-crafted praxis offer rich and authentic learning experiences resulting in the positive transformation of the preservice teacher’s beliefs, dispositions, and self-efficacy to be culturally aware and responsive. The findings indicate that cultural isolation and deficit perspectives contributed to the participants’ lack of cultural knowledge. However, the immersive experience presented through the curriculum provided the preservice teachers’ access to authentic informal learning that transformed their worldviews and enhanced their self-efficacy to teach in urban high-need settings.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"267 - 286"},"PeriodicalIF":1.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48816454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-08DOI: 10.1080/1046560x.2022.2158267
A. Buma, Eunice Nyamupangedengu
{"title":"Investigating the Quality of Enacted Pedagogical Content Knowledge by Mapping Out Component Interactions: A Case Study of a Teacher Educator Teaching Basic Genetics","authors":"A. Buma, Eunice Nyamupangedengu","doi":"10.1080/1046560x.2022.2158267","DOIUrl":"https://doi.org/10.1080/1046560x.2022.2158267","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42053999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-03DOI: 10.1080/1046560x.2023.2169654
Lotta Jons, J. Airey
{"title":"An Agreed Figured World – Conceptualizing Good Physics Teachers in a Finnish University","authors":"Lotta Jons, J. Airey","doi":"10.1080/1046560x.2023.2169654","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2169654","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42708384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-03DOI: 10.1080/1046560x.2023.2165999
Jonas Hallström, Johanna Frejd
{"title":"University Teachers’ Experiences of Teaching Hands-On Components in Science and Technology in Primary Teacher Education during COVID-19","authors":"Jonas Hallström, Johanna Frejd","doi":"10.1080/1046560x.2023.2165999","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2165999","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47957470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-03DOI: 10.1080/1046560x.2023.2167508
W. Penuel, Anna-Ruth Allen, Clarissa Deverel-Rico, Corinne Singleton, Carol Pazera
{"title":"How Teachers’ Knowledge of Curriculum Supports Partnering with Students in Their Science Learning","authors":"W. Penuel, Anna-Ruth Allen, Clarissa Deverel-Rico, Corinne Singleton, Carol Pazera","doi":"10.1080/1046560x.2023.2167508","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2167508","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48790958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-03DOI: 10.1080/1046560x.2023.2168858
Allison Antink-Meyer, Melisa Brown, Alex Wolfe
{"title":"The Scientific Curiosity of Preservice Elementary Teachers and Confidence for Teaching Specific Science Topics","authors":"Allison Antink-Meyer, Melisa Brown, Alex Wolfe","doi":"10.1080/1046560x.2023.2168858","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2168858","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46044690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.1080/1046560X.2022.2151164
Julianne A. Wenner, Michele B. Carney
ABSTRACT Given the myriad mandates and policies related to math and language arts education, U.S. public elementary teachers must care about teaching science for it to actually happen. Consequently, this study sought to explore the impacts of assignments in a science methods course supporting teacher candidates (TCs) in caring about effective elementary science instruction (EESI). Different from other teacher dispositions, this study defines caring about elementary EESI as having the ability to articulate the value it provides to students and society and internalize the importance such that one is driven to teach science at a high level, even if they must overcome obstacles. Data were collected via two care-focused assignments, a pre/post-survey, and an interview. Findings indicate that a) for many, this course was the first time they realized the value of EESI; b) the care-focused assignments in the course allowed TCs to flesh out arguments as to why elementary science is important; and c) TCs were more assertive and specific about actions they will take in the future to support and/or advocate for EESI. Explicitly attending to the notion of caring about EESI in a science methods course is necessary if instructors are to support TCs in teaching EESI.
{"title":"“I Will Fight. I Will Advocate. I Will Tell Others”: The Impacts of the Deliberate Attention to Caring about Effective Elementary Science Instruction in a Methods Course","authors":"Julianne A. Wenner, Michele B. Carney","doi":"10.1080/1046560X.2022.2151164","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2151164","url":null,"abstract":"ABSTRACT Given the myriad mandates and policies related to math and language arts education, U.S. public elementary teachers must care about teaching science for it to actually happen. Consequently, this study sought to explore the impacts of assignments in a science methods course supporting teacher candidates (TCs) in caring about effective elementary science instruction (EESI). Different from other teacher dispositions, this study defines caring about elementary EESI as having the ability to articulate the value it provides to students and society and internalize the importance such that one is driven to teach science at a high level, even if they must overcome obstacles. Data were collected via two care-focused assignments, a pre/post-survey, and an interview. Findings indicate that a) for many, this course was the first time they realized the value of EESI; b) the care-focused assignments in the course allowed TCs to flesh out arguments as to why elementary science is important; and c) TCs were more assertive and specific about actions they will take in the future to support and/or advocate for EESI. Explicitly attending to the notion of caring about EESI in a science methods course is necessary if instructors are to support TCs in teaching EESI.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"770 - 791"},"PeriodicalIF":1.9,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44444295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.1080/1046560X.2022.2148856
Moritz Krell
ABSTRACT Teachers’ career choice motives are defined as the interests, orientations, and motives of young people that motivate them to aspire the teaching career. Teachers’ career choice motives have been shown to impact teaching and job retention. Many studies investigated teachers generic career choice motives but studies on teachers’ subject-specific career choice motives are widely missing. This study investigated preservice biology teachers’ (N = 168) generic and subject-specific career choice motives by using open-ended questions and applying a qualitative content analysis approach to the data analysis. Category systems with generic and subject-specific career choice motives were deductively developed and inductively refined. The findings suggest intrinsic and altruistic motives to be most prominent. In contrast to most previous studies, the extrinsic motive benefits and returns of the teaching profession was also mentioned quite often. Furthermore, the qualitative approach made it possible to differentiate between the motives subject interest in biology and relevance of biology. Only small relationships were found between the generic and the subject-specific career choice motives of the participants and between the career choice motives and sociodemographic background variables. Implications for future research and teacher education are proposed.
{"title":"Preservice Biology Teachers’ Generic and Subject-specific Career Choice Motives","authors":"Moritz Krell","doi":"10.1080/1046560X.2022.2148856","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2148856","url":null,"abstract":"ABSTRACT Teachers’ career choice motives are defined as the interests, orientations, and motives of young people that motivate them to aspire the teaching career. Teachers’ career choice motives have been shown to impact teaching and job retention. Many studies investigated teachers generic career choice motives but studies on teachers’ subject-specific career choice motives are widely missing. This study investigated preservice biology teachers’ (N = 168) generic and subject-specific career choice motives by using open-ended questions and applying a qualitative content analysis approach to the data analysis. Category systems with generic and subject-specific career choice motives were deductively developed and inductively refined. The findings suggest intrinsic and altruistic motives to be most prominent. In contrast to most previous studies, the extrinsic motive benefits and returns of the teaching profession was also mentioned quite often. Furthermore, the qualitative approach made it possible to differentiate between the motives subject interest in biology and relevance of biology. Only small relationships were found between the generic and the subject-specific career choice motives of the participants and between the career choice motives and sociodemographic background variables. Implications for future research and teacher education are proposed.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"732 - 750"},"PeriodicalIF":1.9,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43420707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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