A study of the development of female elementary school science teacher enthusiasts

The purpose of this study was to investigate the factors fostering the development of female elementary school science teacher enthusiasts. Another aim was to find out what recommendations female elementary school science teacher enthusiasts suggest to foster science teaching enthusiasm in other female teachers. A qualitative methodology was applied. A survey was administered to 45 female elementary science teachers working in newly formed science magnet schools. Based on the survey results, 10 teachers self-identified themselves as science teacher enthusiasts. In-depth interviews were conducted with the 10 self-identified female elementary school science teacher enthusiasts. The results of the study revealed the factors fostering the development of female elementary school science enthusiasts are numerous, yet there are consistent themes. The study revealed that exposure to the science enthusiasm of others, positive teaching experiences using inquiry-based approaches, working in a science-oriented school environment, a solid foundation of informal science during childhood, and personally experiencing inquiry-based science were factors that furthered participants\u27 development as science teacher enthusiasts. To foster science teaching enthusiasm in other female teachers, recommendations included: developing a strong background in science content and inquiry-based teaching, gaining support from science-oriented staff, and embracing new attitudes toward science and science teaching. Prior to this study, research on the development of female elementary school science teacher enthusiasts was limited. It is anticipated the results of this study will contribute to the literature on the essential components needed in professional development of elementary school science teachers