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SUMMARY:Learning to teach primary science- a negotiation of multiple disco
 urses - Dr Anna Danielsson\, Postdoctoral Fellow in Education\, Faculty of
  Education\, University of Cambridge
DTSTART:20120227T170000Z
DTEND:20120227T183000Z
UID:TALK36257@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:In this talk I will explore how a group of primary PGCE studen
 ts negotiate identities as teachers of science. In particular\, I am inter
 ested in the affordances and constraints for their identity constitutions 
 that are created in the intersections between discourses about science tea
 ching and discourses about primary teaching. The talk draws on interviews 
 with eleven primary PGCE students\, analysed using a conceptual framework 
 crafted around Gee's (2005) conceptions of discourse and identity. The ana
 lysis brings to the fore how the learning to teach primary science does no
 t only involve issues related to science knowledge and self-confidence\, b
 ut also a whole range of interrelated socio-cultural factors\, such as the
  student teachers' educational biographies\, the extent of their identific
 ation or dis-identification with science as a subject\, and cultural perce
 ptions of the science teacher and the primary teacher respectively. The fi
 ndings suggest that coming to terms with the competing demands on the scie
 nce teacher and the primary teacher can be a major challenge for the aspir
 ing primary teacher. 
LOCATION: Room 205\, Mary Allan Building\, Homerton College\, Cambridge \,
  CB2 2PH
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