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Table 3 Themes of science identity and metacognitive development in UMTs

From: Science identity and metacognitive development in undergraduate mentor-teachers

Theme

Thematic definition

Science identity development

 Claiming a role and attaching meaning to it

LAs and CSC fellows developed different meanings for what they perceived to be their role in the program. An LA or fellow describes who they are in the program.

 Setting performance expectations

LAs and CSC fellows developed a set of expectations for themselves and engaged in actions consistent with their perceived role in the program. An LA or fellow describes actions they view as important for who they are in the program

 Feeling validated

LAs and CSC fellows developed legitimacy for their role in the program by seeking appraisal and validation from others. An LA or fellow describes feelings of competence or incompetence associated with who they are and what they do in the program.

Metacognitive development

 Content reinforcement/learning

LA or fellow re-evaluates their level of understanding of the content which they are teaching to mentees/students. Content may be completely new or revisiting for the first time in many years. LA or fellow reflects that re-evaluating their knowledge of this content has helped them relearn or deepen their understanding of this content.

 Identifying and overcoming barriers and challenges

LAs and CSC fellows acknowledge a perceived lack of confidence in their own knowledge of content, ability to articulate an answer or explanation to students (communication) or ability to build relationships with the students they mentored.

 Goal setting within the program

LAs and CSC fellows set goals for themselves often pertaining to developing their teaching strategies, motivating students to be more involved during mentoring sessions, and improving their own communication with mentees.