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Erschienen in: Cultural Studies of Science Education 1/2012

01.03.2012

“I didn’t know water could be so messy”: coteaching in elementary teacher education and the production of identity for a new teacher of science

verfasst von: Christina Siry, Johaira Lara

Erschienen in: Cultural Studies of Science Education | Ausgabe 1/2012

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Abstract

Through the examination of the experiences of a pre-service teacher participating in a field-based science methods course, we make evident the ways in which a combination of collaborative teaching experiences and reflexive dialogues allowed for the evolution and transformation of her identity. This teacher is Johaira Lara, the second author of this paper, and we have engaged in a cowriting approach that has created layers of writings over time, with the focus of providing evidence of her changing perceptions and understandings of teaching and learning science. We describe the ways coteaching and cogenerative dialogues provided the opportunity for Johaira to examine and reconsider her views on science teaching, and mediated the production and transformation of her identity. We offer an evolving analysis of her identity transformation related to specific aspects of the course that were pivotal for her emergence as an elementary teacher of science.

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Fußnoten
1
The Sheffer stroke (|) is used to represent a dialectical relationship (Roth 2005).
 
2
There are multiple teachers that have participated in these classes and when we are writing generally about them we refer to them in this way. In specifically referring to our partner teacher for the semester this research emerged, she has been assigned the pseudonym Mrs. Turner.
 
3
With the exception of references to the authors, all names are pseudonyms.
 
4
We use transcript conventions utilized by Roth (2005) as follow:
01, 02, etc. are turns at talk
((gestures))
CAPS for emphasis
… for fading off
[ ] for overlapping speech
 
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Metadaten
Titel
“I didn’t know water could be so messy”: coteaching in elementary teacher education and the production of identity for a new teacher of science
verfasst von
Christina Siry
Johaira Lara
Publikationsdatum
01.03.2012
Verlag
Springer Netherlands
Erschienen in
Cultural Studies of Science Education / Ausgabe 1/2012
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI
https://doi.org/10.1007/s11422-011-9339-1

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