NDLI: ‘You Have to Give Them Some Science Facts’: Primary Student Teachers’ Early Negotiations of Teacher Identities in the Intersections of Discourses About Science Teaching and About Primary Teaching

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‘You Have to Give Them Some Science Facts’: Primary Student Teachers’ Early Negotiations of Teacher Identities in the Intersections of Discourses About Science Teaching and About Primary Teaching

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‘You Have to Give Them Some Science Facts’: Primary Student Teachers’ Early Negotiations of Teacher Identities in the Intersections of Discourses About Science Teaching and About Primary Teaching

Content Provider	Springer Nature Link
Author	Danielsson, Anna T. Warwick, Paul
Copyright Year	2013
Abstract	In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on a whole range of interrelated sociocultural factors. This paper aims to explore how intersections between different Discourses about primary teaching and about science teaching are evidenced in primary school student teachers’ talk about becoming teachers. The study is founded in a conceptualisation of learning as a process of social participation. The conceptual framework is crafted around two key concepts: Discourse (Gee 2005) and identity (Paechter, Women’s Studies International Forum, 26(1):69–77, 2007). Empirically, the paper utilises semi-structured interviews with 11 primary student teachers enrolled in a 1-year Postgraduate Certificate of Education course. The analysis draws on five previously identified teacher Discourses: ‘Teaching science through inquiry’, ‘Traditional science teacher’, ‘Traditional primary teacher’, ‘Teacher as classroom authority’, and ‘Primary teacher as a role model’ (Danielsson and Warwick, International Journal of Science Education, 2013). It explores how the student teachers, at an early stage in their course, are starting to intersect these Discourses to negotiate their emerging identities as primary science teachers.
Starting Page	289
Ending Page	305
Page Count	17
File Format	PDF
ISSN	0157244X
Journal	Research in Science Education
Volume Number	44
Issue Number	2
e-ISSN	15731898
Language	English
Publisher	Springer Netherlands
Publisher Date	2013-10-03
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	teaching Science education science Teacher education Identity Discourse Science Education Education (general)
Content Type	Text
Resource Type	Article
Subject	Education

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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