Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher

Autor:	Vanashri Nargund-Joshi, Ingrid Weiland, Valarie L. Akerson, Khemmawadee Pongsanon
Rok vydání:	2014
Předmět:	Reinterpretation Pedagogy Mathematics education Self-concept Nature of Science Identity (social science) Attitude change Action research Psychology Research question Teacher education Education
Zdroj:	International Journal of Science Education. 36:2055-2082
ISSN:	1464-5289 0950-0693
DOI:	10.1080/09500693.2014.890763
Popis:	This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::c2dafcb035cd74c7f2cf3b1487437659 https://doi.org/10.1080/09500693.2014.890763 Zobrazit plný text záznamu