Professional learning opportunities from uncovering cover stories of science and science teaching for a scientist-in-transition |
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| Authors: | Stephen M Ritchie Gillian Kidman Tanya Vaughan |
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| Institution: | (1) School of Mathematics, Science and Technology Education, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Qld, 4059, Australia;(2) St Margaret’s Anglican Girls School, Ascot, Qld, 4007, Australia |
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| Abstract: | Members of particular communities produce and reproduce cultural practices. This is an important consideration for those teacher
educators who need to prepare appropriate learning experiences and programs for scientists, as they attempt to change careers
to science teaching. We know little about the transition of career-changing scientists as they encounter different contexts
and professional cultures, and how their changing identities might impact on their teaching practices. In this narrative inquiry
of the stories told by and shared between career-changing scientists in a teacher-preparation program, we identify cover stories
of science and teaching. More importantly, we show how uncovering these stories became opportunities for one of these scientists
to learn about what sorts of stories of science she tells or should tell in science classrooms and how these stories might
impact on her identities as a scientist–teacher in transition. We highlight self-identified contradictions and treat these
as resources for further professional learning. Suggestions for improving the teacher-education experiences of scientist–teachers
are made. In particular, teacher educators might consider the merits of creating opportunities for career-changing scientists
to share their stories and for these stories to be retold for different audiences.
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| Keywords: | Emotions Identity Narrative inquiry Scientific practice and culture Teacher learning Teacher stories |
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