Drawings as identity data in elementary science teacher education

Abstract

Gaining insight and understanding of identity through drawings in science teacher education began with looking at pre and post drawings of the ideal elementary science teacher in the development of the DESTIN, or “Drawing-the-Elementary-Science-Teacher- Ideal Not” procedure (Mensah, 2011). From those drawings, meaning was made about elementary preservice teachers’ past experiences in science education. In so many ways the images revealed stereotypes of science and science teachers, and the images of such were carried into their teacher education program.