Search results for: Mensah Felicia Moore
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Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students
This study employs a qualitative case study approach of one elementary preservice teacher as a critique of neoliberal ideology on teacher education for equity and teaching Black children. The study specifically seeks to understand the role of science teacher education in the preparation of an elementary teacher candidate and her learning about sociocultural perspectives in science education and how her ideas about teaching converge within the larger framing of neoliberal ideology. Sociocultural perspectives are defined broadly to include diversity, equity, and identity with a neoliberal ideology to focus on how the teacher candidate talks about equity issues and the teaching of Black children. The case is constructed using multiple course artifacts collected over one semester (i.e., reflective papers, informal conversations, and a semi-structured interview). The case study discusses the importance of science teacher education in the preparation of teacher candidates for classroom practice where sociocultural perspectives are given attention and how neoliberal ideology may impact teacher candidates’ teaching and learning of science in culturally and racially diverse classrooms.
Updated: Jun. 28, 2022
Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study
The current study examines the self-efficacy of one preservice elementary school teacher during and after her participation in an elementary preservice science methods course. The results of these experiences are studied to determine what changes have taken place in the participants’ self-efficacy in science teaching as well as the one preservice teacher in greater detail.
Updated: Apr. 22, 2012