Examining micro‐change within and among science teachers' identities
A multiple case study
Bibliographic Data
| ID | 21392665 |
|---|---|
| Authors | Stephanie J Hathcock (0000-0001-9116-4753, School of Teaching, Learning, and Educational Sciences, College of Education & Human Sciences Oklahoma State University Stillwater Oklahoma, corresponding author), Joanna Garner (0000-0001-9105-5194, The Center for Educational Partnerships, Old Dominion University Norfolk Virginia), Amy Kaplan (0000-0002-2898-0085, Department of Psychological Studies in Education College of Education Temple University Philadelphia Pennsylvania) |
| Year | 2020 |
| Volume | 104 |
| Issue | 5 |
| Pages | 827-856 |
| Publication date | 2020-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21577 |
| OpenAlex | W3034553725 |
| Language | EN |
| Citations received | 8 |
| References cited | 56 |
Whereas science teachers often express initial enthusiasm about the student‐centered, reform‐oriented instructional strategies they encounter in professional development (PD), they rarely adopt them in practice. One possible obstacle is a mismatch between these strategies and teachers' beliefs about what is possible and desirable in their particular teaching contexts. In the current study, we investigated changes in teachers' beliefs about practices within a PD context, and consider beliefs about practice as one component within teachers' overall professional role identity. Using the Dynamic Systems Model of Role Identity (DSMRI) as our theoretical framework, we analyzed pre‐PD, mid‐PD, and post‐PD interviews, daily written reflections, and responses to exploration and commitment prompts of four high school science teacher participants in an 8‐day, reform‐oriented summer institute. Teachers' experiences, changes in the content, structure and process of various components of their professional role identities, and their eventual endorsement or resistance to new practices, were framed by the dynamic interplay between their current science teacher role identity and other role identities. When discussing possibilities for action in subsequent teaching practices, alignment, and tensions within and between these role identities promoted or impeded changes in behavioral intentions. The findings highlight the importance of considering prior and current role identities when designing and evaluating PD contexts, and the complex and contextual nature of identity change among teachers
Context (archaeology) · Enthusiasm · Identity (music) · Mathematics education · Pedagogy · Professional development · Science education · Teacher education · Educational Strategies and Epistemologies · Innovative Education and Learning Practices · Psychology · Social Psychology · Teacher Education and Leadership Studies
Understanding teacher identity in teachers' professional lives
Development of drama into teacher identity
How Parental Role Identity Shapes Teacher Identity
A systematic review of quantitative measurements of teacher identity
Getting to a good place with science instruction
From role tension to resilience
Frustration drives me to grow’
What Is Real about “Real Time” Anyway? A Proposal for A Pluralistic Approach to Studying Identity Processes across Different Timescales
Communities of Practice
Contemporary Approaches to Teacher Professional Development
Policies That Support Professional Development in an Era of Reform
A complex dynamic systems perspective on teacher learning and identity formation
Studying science teacher identity
Learning to teach science as inquiry in the rough and tumble of practice
Conceptualizing Teacher Professional Learning
Spring cleaning for the “messy” construct of teachers’ beliefs
Identity development as a lens to science teacher preparation
Inquiry-Based Instruction and Teaching About Nature of Science
Case Study Research
Understanding teacher identity
Teachers’ Beliefs and Educational Research
Introduction
Identity Theory
Time and identity
Timing is everything
Complexity science and student teacher supervision
Reconsidering research on teachers’ professional identity
Identity Change
A complex dynamic systems perspective on identity and its development
Educational Reform, Personal Practical Theories, and Dissatisfaction
The Past, Present, and Future of an Identity Theory
Discursive practices, genealogies, and emotional rules
Challenging images of knowing
Tensions in Learning to Teach
Theoretically and Practically Speaking, What is Needed in Diversity and Equity in Science Teaching and Learning
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |