naa a22 4500 510781098 CHVBK 20180411083247.0 cr unu---uuuuu 180411e20131201xx s 000 0 eng 10.1007/s11422-013-9513-8 doi (NATIONALLICENCE)springer-10.1007/s11422-013-9513-8 Zapata Mara Teacher Education Programs, School of Education, Miami Dade College, Miami, FL, USA aut Substantiating the need to apply a sociocultural lens to the preparation of teachers in an effort to achieve science reform [Elektronische Daten] [Mara Zapata] This qualitative, sociocultural study examines how teacher preparation programs may have deliberate impact on science reform by unearthing the complex layers of diversity inherent in the contextual reality of education. This study was conducted in one of the largest school districts in the Southeastern United States, serving a predominately Hispanic population comprising 65% of its student body, followed by African Americans at 24%. The representative subjects utilized for this study were elementary education undergraduate students and later a percentage of the same subjects, as practicing teachers in the field. All subjects were exposed to inquiry based methodology in science teaching as part of their undergraduate studies with emphasis on the learning cycle, facilitation of student voice and exposure to the nature of science. The goal of science education was emphasized to students as purposeful in promoting scientific literacy. This study is framed by sociocultural theory grounded in a social constructivist paradigm with the understanding that science learning takes place within social and collaborative processes leading to internalization and greater sense of self-efficacy. The study examines the perception of education students' beliefs about scientists as well as reflections on their own learning of science as elementary students themselves. As present practicing teachers, perspectives from their position in the field were obtained via interviews. Interviews served to elicit reflections on present practice as related to previous perceptions, in order to analyze whether these were pervasive in framing practice as well as self-perceptions related to science. A lack of change of these perceptions may underscore the importance of an emphasis on issues of gender, culture and social factors within teacher preparation, specific to science teaching and learning. Cognizance of such factors are believed to support internalization and hence greater understanding of the complexities framing science teaching and learning, leading to an actual paradigm shift in our elementary science classrooms. Springer Science+Business Media Dordrecht, 2013 Teacher preparation nationallicence Science reform nationallicence Feminist standpoint nationallicence Sociocultural theory nationallicence Gender bias nationallicence Cultural Studies of Science Education Springer Netherlands 8/4(2013-12-01), 777-801 1871-1502 8:4<777 2013 8 11422 https://doi.org/10.1007/s11422-013-9513-8 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11422-013-9513-8 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Zapata Mara Teacher Education Programs, School of Education, Miami Dade College, Miami, FL, USA aut NATIONALLICENCE 773 0- Cultural Studies of Science Education Springer Netherlands 8/4(2013-12-01), 777-801 1871-1502 8:4<777 2013 8 11422 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer