SCIENCE TEACHER DEVELOPMENT AND THE LENS OF SOCIAL MEDIA: AN INVESTIGATION INTO THE IDENTITY AND INFLUENCES UPON THE DEVELOPMENT OF ELEMENTARY PRE-SERVICE SCIENCE TEACHERS
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Wall, Steven. Science Teacher Development And The Lens Of Social Media: An Investigation Into The Identity And Influences Upon The Development Of Elementary Pre-service Science Teachers. Chapel Hill, NC: University of North Carolina at Chapel Hill Graduate School, 2015. https://doi.org/10.17615/j9vr-e829APA
Wall, S. (2015). SCIENCE TEACHER DEVELOPMENT AND THE LENS OF SOCIAL MEDIA: AN INVESTIGATION INTO THE IDENTITY AND INFLUENCES UPON THE DEVELOPMENT OF ELEMENTARY PRE-SERVICE SCIENCE TEACHERS. Chapel Hill, NC: University of North Carolina at Chapel Hill Graduate School. https://doi.org/10.17615/j9vr-e829Chicago
Wall, Steven. 2015. Science Teacher Development And The Lens Of Social Media: An Investigation Into The Identity And Influences Upon The Development Of Elementary Pre-Service Science Teachers. Chapel Hill, NC: University of North Carolina at Chapel Hill Graduate School. https://doi.org/10.17615/j9vr-e829- Last Modified
- March 19, 2019
- Creator
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Wall, Steven
- Affiliation: School of Education
- Abstract
- Pre-service teacher education is committed to the cultivation of different forms of competency that include, but are not limited to, content knowledge and pedagogical skill (Levin, Hammer, & Coffey, 2009; Yerrick, 2005). While advances in practice have been made, pre-service elementary teachers (PS-ESTs) continue to exhibit anxiety and doubt about self-efficacy in science teaching. Teacher education is designed to encourage PS-ESTs to formulate useful practices, but PS-ESTs must first overcome limitations and anxiety generated by past, personal experiences and an acknowledged discomfort with science. While this goal is accomplished through contexts designed with that intent (e.g. methods courses, field experiences), challenges remain. Twenty-first century elementary teacher education research needs to examine influences associated with individual identities within specific roles (Gee, 2000), teaching and learning contexts and their inherent influences, and interactions that are enhanced by the increasing presence and influence of social networks. To examine and better understand identity, contexts, and interactional influences, blogs from two cohorts of PS-ESTs were examined to better understand how teacher education practices influenced PS-ESTs and to determine PS-ESTs beliefs about the teacher’s role. The study was designed to answer the following research questions: “What is learned about the identity of PS-ESTs authored through social media, what contextual influences are acknowledged by PS-ESTs, and what interactions are occurring and what roles are they playing in the development of PS-ESTs?” This study used grounded theory and perceptual control theory (PCT) to analyze and reduce data to make assertions about PS-ESTs’ development as teachers and influences upon their practices. Findings illuminated components of PS-EST teaching identities and suggested multiple implications within different domains, including the role of PST understandings of science teaching, the phenomena of science in the schools, perceptions of methodology, the influence of elementary school students, and development through social media. Implications include: 1) utilizing PST understandings of science teaching to generate relevant science teaching; 2) reorienting PS-ESTs to critique past experiences in order to minimize mimicry of them; 3) uniting facilitation denoted by approaches with specific, detailed learning outcomes and developing strategic problem-solving skills by paying attention to details; and 4) instituting specific strategies to utilize student backgrounds in the design of classroom practices.
- Date of publication
- August 2015
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- In Copyright
- Advisor
- Horton, Cheryl
- Parsons, Eileen
- Glazier, Jocelyn
- Justice, Julie
- Anderson, Janice
- Degree
- Doctor of Philosophy
- Degree granting institution
- University of North Carolina at Chapel Hill Graduate School
- Graduation year
- 2015
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- Place of publication
- Chapel Hill, NC
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- There are no restrictions to this item.
- Date uploaded
- August 25, 2015
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