Constructing biology education research identities
A duoethnography
Bibliographic Data
| ID | 22168397 |
|---|---|
| Authors | Rou‐Jia Sung (0000-0001-6515-210X, Carleton College), Rou-Jia Sung, Emily A Holt (0000-0002-1777-7882, University of Northern Colorado), Stanley M Lo (0000-0003-3574-2197, University of California San Diego, corresponding author) |
| Year | 2023 |
| Volume | 8 |
| Publication date | 2023-07-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2023.1134040 |
| OpenAlex | W4384695201 |
| Language | EN |
| Citations received | 2 |
| References cited | 34 |
An emerging theme that has gained traction across science, technology, engineering, and mathematics (STEM) classrooms in recent decades is acknowledging who is responsible for the discoveries and content that we teach. Centering the human aspect of who the researchers are and how their identities intersect with perspectives in research impacts the lens through which the work is done but also shapes the community of practice in our classrooms and the evolving ecosystem of research communities that contribute to STEM education. In particular, discipline-based education research (DBER) is an emerging interdisciplinary field aimed at understanding and improving discipline-specific learning and teaching. Entering and establishing oneself in a new research field can be a daunting process. For many DBER scholars who began their careers in another discipline, their career trajectories have necessitated this challenge. Here, we focus on our experiences in Biology Education Research (BER). We use duoethnography to explore our overlapping trajectories into and engagements with BER, allowing for the juxtaposition of our experiences to give meanings to and build new understandings of our pathways in BER, which include entry points, reasons for persistence, and identity navigation. Through collaborative reflections, we formulated novel insights that we experienced BER as a community of practice that values the participation of emerging scholars and arrived at a transformed understanding that our educator identities were important driving factors for our continuing pursuit of BER. Results from this duoethnography not only provide insights into how BER faculty may navigate multiple professional identities but can also shed light on potential opportunities and challenges for research and practice partnerships connecting science and education faculty where such identities reside not in single individuals but with multiple persons in a cross-disciplinary collaboration. We see parallels between this work considering faculty identity and pathways into BER with work considering student identity and pathways into STEM, and we hope that these results also highlight the value of utilizing qualitative methodologies that may be novel to both the BER and more broadly, DBER, communities as a tool for centering the human experience that can spark future work and applications within STEM education
Community of practice · Engineering ethics · Pedagogy · Sociology · Computer Science · Engineering · Innovative Teaching and Learning Methods · Innovative Teaching Methods · Interdisciplinary Research and Collaboration
An Introduction to Discourse Analysis
The Sage Encyclopedia of Qualitative Research Methods
Communities of Practice
Developing a teacher identity in the university context
The imagined and the real
Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice
Self-efficacy, job satisfaction, motivation and commitment
Generalized expectancies for internal versus external control of reinforcement.
Becoming a scholar
Exploiting the margins in higher education
Constructing a new professional identity
Stepping stones to success
Teacher identities in a research‐led institution
Academic identities under threat
Communities of Practice as a Social Theory of Learning
Emerging issues in duoethnography
Understanding the science experiences of successful women of color
The role of informal conversations in developing university teaching
Situated Learning
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |