Teacher confidence and classroom practices: a case study on science identity

dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorBowers, Alison Tayloren
dc.date.accessioned2022-07-08T17:48:03Z
dc.date.available2022-07-08T17:48:03Z
dc.date.issued2021en
dc.description.abstractThis study examined the relationship between students' science identity and their teacher's science teacher identity, as well as the influence of teacher confidence and understanding of Next Generation Science Standards and three-dimensional science teaching and learning on science teacher identity. Teacher and student surveys were used to evaluate correlation, while observations and interviews were used to understand the relationship between teacher confidence and science teacher identity. Results showed that there is little correlation between strong science teacher identity and strong student science identity, but there is a relationship between teachers' understanding of Next Generation science teaching and learning and overall science teacher identity. Teachers who have a solid background in science content knowledge and science pedagogy, especially three-dimensional science teaching based on the framework for the Next Generation Science Standards, tend to better see themselves as science teachers.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/16473en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.rights.holderCopyright 2021 by Alison Taylor Bowersen
dc.subject.lcshTeachersen
dc.subject.lcshEducation, Elementaryen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshNext Generation Science Standards (Education)en
dc.subject.lcshSelf-perceptionen
dc.subject.lcshSelf-confidenceen
dc.titleTeacher confidence and classroom practices: a case study on science identityen
dc.typeProfessional Paperen
mus.data.thumbpage28en
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Robyn Kleinen
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage66en

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