Tracing a Beginning Elementary Teacher's Development of Identity for Science Teaching
Bibliographic Data
| ID | 4306039 |
|---|---|
| Authors | Lucy Avraamidou (0000-0001-9693-4438, University of Nicosia, Cyprus, corresponding author) |
| Year | 2014 |
| Volume | 65 |
| Issue | 3 |
| Pages | 223-240 |
| Publication date | 2014-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487113519476 |
| OpenAlex | W1987851713 |
| Language | EN |
| Citations received | 14 |
| References cited | 59 |
The purpose of this case study was to examine a beginning elementary teacher's development of identity for science teaching from her first year at university, her field experience, and through her first year of teaching. Several kinds of data were collected over a period of 5 years through different sources: interviews, journal entries, drawing assignments, biographical assignments, lesson plans, and classroom observations. Grounded within a combined theoretical framework of identity and narrative, these data were analyzed by means of open coding techniques. The findings of the data analysis are presented under the following four main themes-(a) discourse identity: embracing and enacting scientific inquiry; (b) affinity identity: the impact of relationships and science learning experiences; (c) nature identity: women in science; and (d) institution identity: the role of the context. The findings are summarized in three main assertions, which are discussed alongside a set of implications for research and teacher preparation
Art · Construct (python library) · Context (archaeology) · Identity (music) · Literature · Mathematics education · Narrative · Narrative inquiry · Pedagogy · Science education · Set (abstract data type) · Sociology · Teacher education · Computer Science · Diverse Educational Innovations Studies · Educator Training and Historical Pedagogy · Psychology · Science Education and Pedagogy
Studying science teacher identity
Between Extraordinary and Marginalized
Developing teacher-researcher identity through participatory action research in a teaching practice course
Playing with the experiments and learning new things
Equity-sensitive pathways to science teacher identity in Western China
‘I wonder if it mattered that they were Arab’
The role of pre-service education and school climate on teacher identity
Teacher positioning within the figured world(s) of urban school science
Toward socially just science teaching through professional development
“Step Outside”
Ciencias bilingües
Building teacher identity through the process of positioning
Climate change science teacher identity
Teaching with laboratory work
Apprenticeship in Thinking
Qualitative evaluation and research methods
A Critical Analysis of the Research on Learning to Teach
Challenges New Science Teachers Face
Identity development as a lens to science teacher preparation
Understanding teacher identity
New directions in preparing professionals
Contexts which shape and reshape new teachers’ identities
A dialogical approach to conceptualizing teacher identity
Reconsidering research on teachers’ professional identity
Naturalistic inquiry
Qualitative inquiry and research design
Chapter 3
Criteria for assessing the trustworthiness of naturalistic inquiries
Understanding the science experiences of successful women of color
Experienced Science Teachers' Learning in the Context of Educational Innovation
Pedagogical Content Knowing
| Unique citing works | 14 |
|---|---|
| Citations per year | 1.17 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |