Expanding the “Field” in Fieldwork: Fostering an Equity-Oriented Science Teacher Identity Across Three Museum- and School-Based Experiences in an Urban Teacher Residency

IF 4.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2025-08-31 DOI:10.1177/00224871251363956

Marisa Olivo, Karen Hammerness, Jamie Wallace, Rosamond Kinzler, Linda Curtis-Bey

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引用次数: 0

Abstract

Recent research finds that a longer clinical experience may be one of the most substantial distinguishing features of teacher residency programs. We need to understand much more about how these field experiences are designed, paced, and scaffolded to contribute to teacher learning and identity development and to center equity. Drawing from case study data embedded in a large comparative study of innovative teacher preparation programs, including observations, document analysis, and interviews, this paper explores how a science teacher residency program expanded fieldwork experiences to include three different settings for teacher learning. It explores how those three fieldwork experiences are paced, how they cohere around a theory of change, and the ways they gradually build content knowledge and learning experiences. Together, experiences in these three “fields” contribute to teachers’ deeper learning of science practices and science content and foster an identity as an equity-oriented teacher of science.

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拓展田野考察中的“场域”：城市教师驻留的博物馆与学校三种体验中公平导向的科学教师身份培养

最近的研究发现，较长的临床经验可能是实习教师项目最显著的特点之一。我们需要更多地了解这些实地体验是如何设计、安排节奏和搭建脚手架的，以促进教师学习、身份发展和中心公平。通过对创新性教师培训项目的大型比较研究（包括观察、文献分析和访谈）中嵌入的案例研究数据，本文探讨了科学教师实习项目如何将实地考察经验扩展到包括三种不同的教师学习环境。它探讨了这三种实地工作经验是如何安排节奏的，它们是如何围绕变革理论进行整合的，以及它们是如何逐渐建立内容知识和学习经验的。总之，这三个“领域”的经验有助于教师更深入地学习科学实践和科学内容，并培养公平导向的科学教师身份。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).