Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice

Source: Journal of Science Teacher Education, Volume 20, Number 2 / April 2009, pages 135-156.

Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students. The IRP was based on the select application of National Science Teachers Association’s National Standards for Science Teacher Preparation. Methods students completed a resume, an interview on pedagogical preferences, and a learning styles survey to determine the reform-based standards and pedagogical approaches that better fit their personal histories and identity formation as science teachers.
Each case was unique with one student better meeting the Standards of “Issues” and “Science in the Community” and the other student better meeting the standards of “Inquiry” and the “Nature of Science”. Student teachers planned and taught lessons based on their IRP. The students were also mostly successful in meeting their prescribed standards and utilizing their preferred pedagogies. However, their success in use of specific strategies supporting their approach was highly dependent upon classroom context.
The use of the IRP process as a reflective tool strengthening identity formation and early practice is discussed.