Affiliation:
1. Columbus State University, USA
Abstract
In this chapter, the author describes a narrative podcasting assignment published by elementary science teaching candidates. Candidates reflected on their K-12 science education and how their teachers facilitated their participation in science discourse. In their stories, which are shared in transcribed excerpts, they described experiences primarily consisting of lectures and tests, which they perceived as impactful on their confidence and efficacy for participating in science discourse. They vowed to forge authentic, engaging paths of science discourse for their future students. The author shares conclusions from the podcasts regarding a) the importance of candidates' engagement in science discourse to better facilitate their own students' future participation, b) supporting candidates in finding their place in science discourse, and c) recommendations for implementing narrative podcast assignments in teacher education coursework.