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Peer-reviewed article

Stories we live, identities we build: how are elementary teachers’ science identities shaped by their lived experiences?

February 20, 2018 | Professional Development, Conferences, and Networks, Informal/Formal Connections
The aim of this multiple case study was to uncover a series of critical events and experiences related to the formation of the science identities of four beginning elementary female teachers, through a life-history approach and a conceptualization of teacher identity as lived experience. Grounded within the theoretical framework of Figured Worlds, the study used qualitative, interpretive methods for data collection (interviews, biographies, teaching philosophies) and analysis. The analysis shed light on the ways in which various experiences situated within different Figured Worlds (science, family and childhood, schooling, out-of-school, university, professional) impacted the participants’ identity trajectories. The findings provided three main insights that contribute to science identity research and have implications for elementary teacher preparation: (a) science teacher identity is multidimensional and extends beyond cognitive domains of becoming to include affective dimensions; (b) science teacher identity is relational, linked and shaped by various other constructs or sub-identities; (c) place and time, defined as a space with meaning created by experiences, and science teacher identity are inextricably bound to one another.

TEAM MEMBERS

  • Lucy Avraamidou
    Author
    Institute for Science Education and Communication, University of Groningen
  • Citation

    ISSN : 1871-1502
    Publication Name: Cultural Studies of Science Education
    Page Number: 1-27
    Resource Type: Research Products | Research Case Study
    Discipline: Education and learning science | General STEM
    Audience: Educators/Teachers | Learning Researchers
    Environment Type: Professional Development, Conferences, and Networks | Professional Development and Workshops | Informal/Formal Connections
    Access and Inclusion: Women and Girls

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