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International Journal of Science Education Volume 33, 2011 - Issue 9
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Research Reports

Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence

Phyllis Katz Department of Curriculum and Instruction, University of Maryland, Maryland, USACorrespondence[email protected]
,
J. Randy McGinnis Department of Curriculum and Instruction, University of Maryland, Maryland, USA
,
Emily Hestness Department of Curriculum and Instruction, University of Maryland, Maryland, USA
,
Kelly Riedinger Department of Curriculum and Instruction, University of Maryland, Maryland, USA
,
Gili Marbach‐Ad College of Chemical and Life Sciences, University of Maryland, Maryland, USA
,
Amy Dai Department of Curriculum and Instruction, University of Maryland, Maryland, USA
&
Rebecca Pease Department of Curriculum and Instruction, University of Maryland, Maryland, USA
 show all
Pages 1169-1197 | Published online: 26 Aug 2010

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Deepika Menon & Saiqa Azam. (2021) Preservice Elementary Teachers’ Identity Development in Learning to Teach Science: A Multi-site Case Study. Journal of Science Teacher Education 32:5, pages 558-577.
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Judith Dinham, Beryl Chalk, Susan Beltman, Christine Glass & Bich Nguyen. (2017) Pathways to resilience: how drawings reveal pre-service teachers’ core narratives underpinning their future teacher-selves. Asia-Pacific Journal of Teacher Education 45:2, pages 126-144.
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Lucy Avraamidou. (2016) Intersections of life histories and science identities: the stories of three preservice elementary teachers. International Journal of Science Education 38:5, pages 861-884.
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Lucy Avraamidou. (2015) Reconceptualizing Elementary Teacher Preparation: A case for informal science education. International Journal of Science Education 37:1, pages 108-135.
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Lucy Avraamidou. (2014) Developing a Reform-Minded Science Teaching Identity: The Role of Informal Science Environments. Journal of Science Teacher Education 25:7, pages 823-843.
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Erika Löfström & Anne Nevgi. (2014) Giving shape and form to emotion: using drawings to identify emotions in university teaching. International Journal for Academic Development 19:2, pages 99-111.
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Anna Danielsson & Paul Warwick. (2014) ‘All We Did was Things Like Forces and Motion …’: Multiple Discourses in the development of primary science teachers. International Journal of Science Education 36:1, pages 103-128.
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Annick Deblois & Liliane Dionne. (2014) Influences d’un stage muséal sur le sentiment d’autoefficacité en sciences de futurs enseignants. Canadian Journal of Science, Mathematics and Technology Education 14:1, pages 92-107.
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Phyllis Katz, J. Randy McGinnis, Kelly Riedinger, Gili Marbach-Ad & Amy Dai. (2013) The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers’ Science Classroom Teaching Identity. Journal of Science Teacher Education 24:8, pages 1357-1379.
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Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman & Emma Towers. (2023) Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education 11:2.
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Miri Barak, Tal Yachin & Sibel Erduran. (2022) Tracing Preservice Teachers’ Understanding of Nature of Science Through Their Drawings and Writing. Research in Science Education 53:3, pages 507-523.
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Anna T. Danielsson & Paul Warwick. (2013) ‘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. Research in Science Education 44:2, pages 289-305.
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Miri Barak. (2013) Closing the Gap Between Attitudes and Perceptions About ICT-Enhanced Learning Among Pre-service STEM Teachers. Journal of Science Education and Technology 23:1, pages 1-14.
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