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A Critical Perspective on Elementary Pre-Service Teachers' Student Teaching Experiences to Develop Scientific Literacy

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Title: A Critical Perspective on Elementary Pre-Service Teachers' Student Teaching Experiences to Develop Scientific Literacy
Language: English
Authors: Chris D. Ham, Karthigeyan Subramaniam, Christopher Sean Long
Source: Curriculum and Teaching. 2026 41(1):7-33.
Availability: James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Elementary School Teachers, Student Teachers, Student Teaching, Scientific Literacy, Science Instruction, Teaching Methods, Cooperating Teachers, Power Structure, Teacher Education Programs
DOI: 10.7459/ct/410102
ISSN: 0726-416X
2201-0602
Abstract: Science literacy enables citizens to make informed decisions in their everyday lives. Educators can enact science teaching practices in science classes to develop science literacy in the youth. As pre-service teachers transition from coursework to student teaching, they enter a new authentic discourse where they navigate their position as student teachers. This multiple case study explored the student teaching experience of Emma and Grace as pre-service elementary teachers (PSETs) in two different rotations. PSETs rotated to a different classroom with new students and a cooperating teacher at the midpoint of student teaching. Semi-structured interviews, surveys, and artifacts were collected. Emma's and Grace's use of core science teaching practices (CSTPs) was identified through inductive content analysis. In addition, the identified CSTPs were compared between rotations to explore the contextual constructs that impacted their experience. Contextual constructs were interpreted using the conceptual framework of disciplinary literacy to present a framework called Framework to Develop Scientific Literacy (FDSL). The study findings identified relationships, time, school structure, and community as contextual constructs. Contextual constructs function as the power shared or denied by people for control. With enabling influences, power and control are shared between the participants and contextual constructs. With disabling influences, the contextual constructs deny power and control, leading to control of the participants' utilization of CSTPs. The findings of this study suggest that teacher education programs should consider introducing the FDSL to PSETs before they enter student teaching to contextualize their experience.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508611
Database: ERIC
FullText Text:
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  Data: A Critical Perspective on Elementary Pre-Service Teachers' Student Teaching Experiences to Develop Scientific Literacy
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Chris+D%2E+Ham%22">Chris D. Ham</searchLink><br /><searchLink fieldCode="AR" term="%22Karthigeyan+Subramaniam%22">Karthigeyan Subramaniam</searchLink><br /><searchLink fieldCode="AR" term="%22Christopher+Sean+Long%22">Christopher Sean Long</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Curriculum+and+Teaching%22"><i>Curriculum and Teaching</i></searchLink>. 2026 41(1):7-33.
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  Data: James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/
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  Data: Y
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  Data: 27
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Literacy%22">Scientific Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperating+Teachers%22">Cooperating Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink>
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  Data: 10.7459/ct/410102
– Name: ISSN
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  Data: 0726-416X<br />2201-0602
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Science literacy enables citizens to make informed decisions in their everyday lives. Educators can enact science teaching practices in science classes to develop science literacy in the youth. As pre-service teachers transition from coursework to student teaching, they enter a new authentic discourse where they navigate their position as student teachers. This multiple case study explored the student teaching experience of Emma and Grace as pre-service elementary teachers (PSETs) in two different rotations. PSETs rotated to a different classroom with new students and a cooperating teacher at the midpoint of student teaching. Semi-structured interviews, surveys, and artifacts were collected. Emma's and Grace's use of core science teaching practices (CSTPs) was identified through inductive content analysis. In addition, the identified CSTPs were compared between rotations to explore the contextual constructs that impacted their experience. Contextual constructs were interpreted using the conceptual framework of disciplinary literacy to present a framework called Framework to Develop Scientific Literacy (FDSL). The study findings identified relationships, time, school structure, and community as contextual constructs. Contextual constructs function as the power shared or denied by people for control. With enabling influences, power and control are shared between the participants and contextual constructs. With disabling influences, the contextual constructs deny power and control, leading to control of the participants' utilization of CSTPs. The findings of this study suggest that teacher education programs should consider introducing the FDSL to PSETs before they enter student teaching to contextualize their experience.
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        Value: 10.7459/ct/410102
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 7
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      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Student Teachers
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      – SubjectFull: Student Teaching
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      – SubjectFull: Scientific Literacy
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Cooperating Teachers
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      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Teacher Education Programs
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      – TitleFull: A Critical Perspective on Elementary Pre-Service Teachers' Student Teaching Experiences to Develop Scientific Literacy
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            NameFull: Christopher Sean Long
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              Y: 2026
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