ERIC Number: EJ1461533
Record Type: Journal
Publication Date: 2025-Feb
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0926-7220
EISSN: EISSN-1573-1901
Available Date: 2023-09-20
Minoritized Pre-Service Teachers' Negotiated Border Crossings
Science & Education, v34 n1 p457-483 2025
This study examined how five minoritized female pre-service teachers negotiated their border crossing from learning to teach science to science teaching for the first time (microteaching) within the context of an elementary science teaching methods course. Perspectives from the border crossing literature guided this study and helped in addressing the nature of the negotiated meanings as the five pre-service teachers navigated their transitions from learning to teach science to teaching science for the first time. Analysis of data revealed three negotiated meanings that underscored participants' border crossings: (1) expectations for an effective science teacher, (2) expectations for student learning, and (3) expectations for an equity-based science learning environment. Implications include the need (1) for past science learning experiences to be identified and examined within the contexts of teacher education programs by providing suitable supportive environments for reflection and understanding and (2) to investigate minoritized pre-service teachers' past science learning experiences and how these experiences act to influence their perceptions of learning to teach science especially when they transition to teaching science for the first time and in the future.
Descriptors: Minority Group Students, Preservice Teachers, Females, Preservice Teacher Education, Science Education, Science Teachers, Science Instruction, Microteaching, Methods Courses, Expectation, Instructional Effectiveness, Teacher Effectiveness, Equal Education, Prior Learning
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1University of North Texas, Teacher Education and Administration, College of Education, Denton, USA