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Studying Science Teacher Identity

Studying Science Teacher Identity
Author: Lucy Avraamidou
Publisher: Springer
Total Pages: 334
Release: 2016-04-11
Genre: Education
ISBN: 9463005285
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The overarching goal of this book volume is to illuminate how research on science teacher identity has deepened and complicated our understanding of the role of identity in examining teacher learning and development. The collective chapters, both theoretical and empirical, present an array of conceptual underpinnings that have been used to frame science teacher identity, document the various methodological approaches that researchers have implemented in order to study science teacher identity within various contexts, and offer empirical evidence about science teacher identity development. The findings of the studies presented in this volume support the argument that teacher identity is a dynamic, multidimensional and comprehensive construct, which provides a powerful lens for studying science teacher learning and development for various reasons. First, it pushes our boundaries by extending our definitions of science teacher learning and development as it proposes new ways of conceptualizing the processes of becoming a science teacher. Second, it emphasizes the role of the context on science teacher learning and development and pays attention to the experiences that teachers have as members of various communities. Third, it allows us to examine the impact of various sub-identities, personal histories, emotions, and social markers, such as ethnicity, race, and class, on science teachers’ identity development. The book aims at making a unique and deeply critical contribution to notions around science teacher identity by proposing fresh theoretical perspectives, providing empirical evidence about identity development, offering a set of implications for science teacher preparation, and recommending directions for future research.

Studying Science Teacher Identity

Studying Science Teacher Identity
Author: Lucy Avraamidou
Publisher: SensePublishers
Total Pages: 332
Release: 2015-12-17
Genre: Education
ISBN: 9789463003797
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The overarching goal of this book volume is to illuminate how research on science teacher identity has deepened and complicated our understanding of the role of identity in examining teacher learning and development. The collective chapters, both theoretical and empirical, present an array of conceptual underpinnings that have been used to frame science teacher identity, document the various methodological approaches that researchers have implemented in order to study science teacher identity within various contexts, and offer empirical evidence about science teacher identity development. The findings of the studies presented in this volume support the argument that teacher identity is a dynamic, multidimensional and comprehensive construct, which provides a powerful lens for studying science teacher learning and development for various reasons. First, it pushes our boundaries by extending our definitions of science teacher learning and development as it proposes new ways of conceptualizing the processes of becoming a science teacher. Second, it emphasizes the role of the context on science teacher learning and development and pays attention to the experiences that teachers have as members of various communities. Third, it allows us to examine the impact of various sub-identities, personal histories, emotions, and social markers, such as ethnicity, race, and class, on science teachers’ identity development. The book aims at making a unique and deeply critical contribution to notions around science teacher identity by proposing fresh theoretical perspectives, providing empirical evidence about identity development, offering a set of implications for science teacher preparation, and recommending directions for future research.

Forming Science Teacher Identity

Forming Science Teacher Identity
Author: Kristen Victoria Larson
Publisher:
Total Pages:
Release: 2020
Genre:
ISBN:
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Through the interpretation of data sources including interviews, observation notes, portfolio assessments, and inquiry groups, I present the experiences, identities, and values in setting goals for assessments that four early-career science teachers shared. Across these data sources, I draw attention to findings around a) the language and positioning that the participants shared as they grew into their roles as science teachers; b) the ways that participant identities informed their goals for assessments and student learning, and c) the ways that teacher-designed formative assessments represented the identities of four early-career middle and secondary school teachers. I conclude with implications for teacher education strategies for building responsive and reflective assessment practices, for teacher education support for science teacher identity construction, and future research around identity in teacher education portfolio assessments.

Post-induction Urban Science Teacher Identity Development Amid Reform

Post-induction Urban Science Teacher Identity Development Amid Reform
Author: Michael Occhino
Publisher:
Total Pages: 0
Release: 2023
Genre: Educational equalization
ISBN:
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"This study considered the complex nature of professional identity development among post-induction urban science teachers. These teachers were navigating multiple reform efforts, both in the teaching and learning of science, and in the neoliberal sense of helping to "turnaround" an urban high school under threat of closure by the state for its "underperforming" status. The state asked a local research university to establish an Educational Partnership Organization and become the school's governing body to guide reform efforts. Research highlighting teacher voice in such reform contexts is rare, particularly for post-induction urban science teachers; this multiple case study addressed this gap. Holland, et al.'s (1998) construct of Figured Worlds was used to operationalize identity to credit cultural contexts and teacher agency. Phenomenological interviews with teachers, classroom observations of their instruction, video-stimulated debriefs, and lesson artifact collection informed data collection. Classroom observations were analyzed using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al., 2000) to assess reform-based practices, along with the Inquiry Science Observation Protocol (ISIOP) (Minner & DeLisi, 2012) to assess teachers' verbal practices. Data were analyzed using abductive analysis and Atlas.ti software to facilitate coding and theme development of individual cases as well as across cases. A theory of emerging identity elements was developed within the complex ecologies of reform. This theory informed analysis efforts to explore the ways teachers understood, appreciated, accepted, and committed themselves to reform-minded science practices as well as their confidence and competence (UAaCCC) in enacting such practices. Key findings included learning how collaboration, a culture of "all-in," and high stakes testing significantly shaped participant teacher identity. This study offers useful methodological implications for studying professional science teacher identity in the context of reform."--Pages xiii-xiv.

Leveraging Science Teacher Identity for the Recruitment of Future Science Teachers

Leveraging Science Teacher Identity for the Recruitment of Future Science Teachers
Author: Marisa Sierchio Wilson
Publisher:
Total Pages: 0
Release: 2022
Genre: Educational leadership
ISBN:
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Science teacher shortages are reaching critical capacity across the United States and New Jersey. Emerging teacher identity research highlights the impacts that subject matter plays in the development and retention of today's teachers. Strong personal and professional connections to the content area of science directly impact a person's decision to teach in a science content area. The purpose of this study was to examine the ways that identity serves to influence a person's decision to teach in a science and to determine if the tenets of science teacher identity can be used to identify the most effective recruitment strategies. The study was quantitative in nature and was conducted through survey research. The survey was distributed to secondary science teachers in 5 suburban, middle to upper middle-class school districts in New Jersey, and undergraduate pre-service science teachers in one private suburban New Jersey university. The survey instrument was adapted with permission from the original survey based on Chi's 2009 study. Ninety-three participants volunteered to complete the survey. Research data revealed that science teacher identity becomes stronger with increasing years of experience, but no significant differences were found in the responses of males versus females. This data supports and encourages recruitment strategies that are centered around early and frequent science content immersion and fostering a sense of belonging to a community of science professionals. (ProQuest abstract).

Identity Construction and Science Education Research

Identity Construction and Science Education Research
Author: Maria Varelas
Publisher: Springer Science & Business Media
Total Pages: 196
Release: 2012-12-17
Genre: Education
ISBN: 9462090432
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In this edited volume, science education scholars engage with the constructs of identity and identity construction of learners, teachers, and practitioners of science. Reports on empirical studies and commentaries serve to extend theoretical understandings related to identity and identity development vis-à-vis science education, link them to empirical evidence derived from a range of participants, educational settings, and analytic foci, examine methodological issues in identity studies, and project fruitful directions for research in this area. Using anthropological, sociological, and socio-cultural perspectives, chapter authors depict and discuss the complexity, messiness, but also potential of identity work in science education, and show how critical constructs–such as power, privilege, and dominant views; access and participation; positionality; agency-structure dialectic; and inequities–are integrally intertwined with identity construction and trajectories. Chapter authors examine issues of identity with participants ranging from first graders to pre-service and in-service teachers, to physics doctoral students, to show ways in which identity work is a vital (albeit still underemphasized) dimension of learning and participating in science in, and out of, academic institutions. Moreover, the research presented in this book mostly concerns students or teachers with racial, ethno-linguistic, class, academic status, and gender affiliations that have been long excluded from, or underrepresented in, scientific practice, science fields, and science-related professions, and linked with science achievement gaps. This book contributes to the growing scholarship that seeks to problematize various dominant views regarding, for example, what counts as science and scientific competence, who does science, and what resources can be fruitful for doing science.

Handbook of Research on Science Teacher Education

Handbook of Research on Science Teacher Education
Author: Julie A. Luft
Publisher: Routledge
Total Pages: 663
Release: 2022-04-26
Genre: Education
ISBN: 1000568016
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This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices. Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers. Issues associated with equity are embedded within each chapter. Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.

Personal, Professional, Political

Personal, Professional, Political
Author: Andrea Drewes
Publisher:
Total Pages: 292
Release: 2018
Genre:
ISBN: 9780438595934
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The purpose of this study is to investigate science teacher identity development as climate change educators. In applying the theoretical construct of identity as narrative to investigate the climate change related instructional experiences, I posed the overarching question: How do teachers’ lived experiences shape their science teacher identity development as a ‘teacher of climate change’? ☐ I used qualitative narrative inquiry methods to examine professional and personal stories of science teachers and their descriptions of instructional enactment of climate change lessons. I described the ways in which teachers draw on aspects of their teaching identity to navigate the opportunities and challenges encountered while teaching this controversial and complex, yet critically important science topic. I collected empirical data to form insights regarding how teachers negotiate competing demands while planning, implementing, and reflecting on their instruction. Data sources included multiple interviews with each teacher and teacher reflections. ☐ In analyzing the collected data, I determined how the identity narratives play a role in their enactment of climate change instruction. Results demonstrate how identity development for teaching climate change is embedded in one’s personal histories, professional teaching and learning experiences, and the political context. Through this process, I developed a conceptual model to show how these lived experiences influence patterns of identity development through five trends: Personal Valuation of Nature; Experiences in Science Teaching and Learning; Teacher Instructional Support and Agency; Epistemic Evidence-based Instruction; and Civic and Social Awareness via Socioscientific Literacy. The strength of enactment of these five trends leads to four possible constructions of identity. These four identities are: Passionate Environmentalist, Student Interest Engager, Content First Educator, and Civic & Epistemic Skills Promoter. ☐ The findings suggest that teacher identities for climate change are frequently multifaceted and these various identities are usually cohesive within an individual, but at times, they may present competing tensions for enactment. Additionally, this study demonstrates the critical need to support educators to strengthen their perceptions of instructional agency to effectively overcome challenges to the enactment of climate change lessons. Implications for teaching, teacher education, educational policy, and educational research related to climate change education and science teacher identity development are also presented.

Science Education and Teacher Professional Development

Science Education and Teacher Professional Development
Author: Elizabeth A. C. Rushton
Publisher: Springer Nature
Total Pages: 256
Release: 2021-03-24
Genre: Education
ISBN: 3030641074
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This book presents a radical reconceptualization of subject-focused and research-led teacher professional development. Drawing on the experiences of more than 50 high school teachers and technicians who participated in science-based research with their students, the author examines how this enables teachers to develop a ‘Teacher Scientist’ model of professional identity. Through active participation in research, science teachers and technicians can implement socially just approaches to education, where students’ differences are valued and, through research, their social and academic development is supported. Central to the ‘Teacher Scientist’ identity is the development of, and sustained interaction with, complex and collaborative professional networks which include researchers, university-staff and teachers and students in other schools. In the context of persistent recruitment and retention challenges, the ‘Teacher Scientist’ model provides a research-led approach which may offer an alternative to strategies focused on financial incentives.

Science Identities

Science Identities
Author: Henriette Tolstrup Holmegaard
Publisher: Springer Nature
Total Pages: 370
Release: 2023-01-23
Genre: Science
ISBN: 3031176421
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This edited volume brings together a state-of-the-art collection of leading and emergent research on the burgeoning topic of science identities. It sets out how science identity can be productively used as a lens in understanding patterns and inequalities in science participation across different educational and international contexts. Its chapters reveal how intersections of social identities and inequalities shape participation and engagement in science. Particular attention is given to explicating issues of theory and method, identifying the potential and limitations of approaches and lacunae in existing knowledge. The book showcases research from a range of disciplinary areas, employing diverse methodological and conceptual approaches to investigate science identities across different fields and settings. The collection offers a rich and comprehensive understanding of how science identity can be used conceptually, methodologically and analytically to understand how learners and teachers relate to, and make sense of, science. It’s a valuable resource for students, researchers and academics in the field of science education and anyone who is interested in identity and education.