Preservice Teachers’ Identity Discourse Involved in Their Science Learning Narratives and Science Teaching Philosophy Statements

• In Event: Roundtable Session 21
  In Roundtable Session: Preservice Science Teaching

Abstract

Although identity has become a central issue in science education, it remains unclear how preservice science teachers articulate both their learner and professional identities. Grounded on the perspective that language is a resource for identity (re)construction, this study draws on identity theory (Gee, 2000) to investigate the types of identity present in preservice science teachers’ learning autobiography and teaching philosophy narratives. Our findings show that affinity identity is the most frequent type of identity found in participants’ discourse—with nature identity being the least frequent. We conclude by providing suggestions on how our findings can be used to improve the quality of teacher education programs through the development of future teachers’ identities.

Authors

• Pei-Ling Hsu, University of Texas - El Paso

• Giuliano Reis, University of Ottawa

• Angelica Monarrez, University of Texas at El Paso