Preservice Elementary Teachers’ Identity Development in Learning to Teach Science: A Multi-site Case Study

The purpose of this qualitative study was to investigate preservice elementary teachers’ science teacher identity development during their participation in the field-based methods course and a year after. Grounded within Feiman-Nemser’s thematic framework learning teach, utilized case approach aimed examine experiences that contributed formation identities two participants uniquely positioned education programs at sites, USA Canada. Data collected over included autobiographies, reflective journals, interviews, classroom observations, artifacts. analysis data revealed interactions prior courses, teaching, program itself (a after), accounted for changes how what ways teachers think, feel, know, act as science. Findings indicate importance teach shaping identities. includes implications research.