Questioning the prevailing narrative about elementary science teachers
An analysis of the experiences of science teacher enthusiasts
Bibliographic Data
| ID | 21392786 |
|---|---|
| Authors | Leslie Bradbury (0000-0003-2840-7200, Department of Curriculum and Instruction Appalachian State University Boone North Carolina, corresponding author), Rachel Wilson (0000-0002-2550-1253, Appalachian State University), Rachel E Wilson (0000-0002-7325-3047, Department of Curriculum and Instruction Appalachian State University Boone North Carolina) |
| Year | 2020 |
| Volume | 104 |
| Issue | 3 |
| Pages | 421-445 |
| Publication date | 2020-05-01 |
| 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.21574 |
| OpenAlex | W3011865728 |
| Language | EN |
| Citations received | 14 |
| References cited | 50 |
The purpose of this study is to challenge the prevailing negative narrative related to elementary science teaching by investigating the experiences of elementary teachers who identify as science teacher enthusiasts (STEs). Holland, Lachiotte, Skinner, and Cain (1998)'s conception of identity as an ongoing production or construction in a socio‐cultural context served as a theoretical framing for exploring structural and personal supports and constraints related to the development of elementary teachers’ science teaching identities. Through interviews with 13 inservice elementary teachers with a range of experience (1–40 years), we found that students’ enthusiasm for science, connections with other enthusiasts, and opportunities for integrating science with other content areas were the major supports for consistent science teaching. Positive emotions associated with these supports helped the participants mitigate constraints such as lack of time, resources, testing, and not feeling comfortable with the science content frequently associated with portraits of elementary teachers. By understanding the experiences of STEs, science educators can use their role as preservice educators and professional developers to provide these supports to bolster the science teaching identity trajectories of individuals with whom they work
Context (archaeology) · Enthusiasm · Framing (construction) · Mathematics education · Narrative · Narrative inquiry · Pedagogy · Science education · Teacher education · Educational Environments and Student Outcomes · Educational Strategies and Epistemologies · Engineering · Psychology · Science Education and Pedagogy · Social Psychology
Understanding teacher identity in teachers' professional lives
Teachers’ Emotion Regulation
Teacher Commitment and Job Satisfaction
A snapshot of the challenges influencing science instruction in pre-k through 8th grade classrooms in Texas rural schools
Playing with the experiments and learning new things
Antecedents of Chilean in-service science teachers’ emotions
A shift in pedagogical orientations of pre-service science teachers
Teacher positioning within the figured world(s) of urban school science
Toward socially just science teaching through professional development
“I am a Scientist and I am a Science Teacher!”
Working within and against school structures
Elementary teachers as collaborators
I’ll Do Some Soul Searching
Reflection time and valuing science
Identity learning
Learning to Feel Like a Scientist
Emotional transmission in the classroom
Studying science teacher identity
The emotional geographies of teachers’ relations with colleagues
Active location in teachers' construction of their professional identities
Thinking about Feeling
Teacher enthusiasm
Challenges New Science Teachers Face
Identity development as a lens to science teacher preparation
Teacher emotions in the classroom
Engaging in Science
Understanding teacher identity
Emotional labor
Facets of teachers' emotional lives
The emotional practice of teaching
Reconsidering research on teachers’ professional identity
Teachers’ emotions in educational reforms
Qualitative inquiry and research design
The expression of determination
Chapter 3
| Unique citing works | 14 |
|---|---|
| Citations per year | 3,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |