ABSTRACT
Examining the critical role of informal science learning environments in supporting science teacher preparation, this chapter provides a review of the literature on partnerships and collaborations of informal science learning environments and institutions of higher education. This synthesis explores intersections between informal science learning environments and teacher identity and place-based learning, as well as identifies existing gaps in the research. Examining issues of equity, this chapter explores how the affordances of informal science learning environments support building communities and show novice teachers how to open doors to equitable practices, assets, and resources. This chapter also unravels challenges and barriers connected to privilege and access to spaces as well as sustainable and scalable approaches evident in our current research.
