Science Teacher or Elementary Teacher? A Journey Toward Identity Growth

• In Event: Complicating Content: Moving Beyond Traditional Approaches to Teaching Children

Abstract

This study explored a group of K-8 teachers’ (n=17) understanding of teacher-self (identity) during their enrollment in a 3-year cohort masters program emphasizing physical science and leading to a middle school physical science endorsement. We asked: How did participants’ perceptions of self as elementary/middle schoolteacher change throughout their involvement in the program? Results show a change in perception of self towards science teacher identity for the majority of participants. Other participants’ identity reflects a more complicated picture of identity growth: from elementary teacher to elementary teacher who teaches science. Gaining insight into teachers’ identities has the potential to examine why teachers don’t implement teaching approaches best suited to student learning, followed by designing of courses addressing such issues.

Authors

• Martina Nieswandt, University of Massachusetts - Amherst

• Joy Kubarek-Sandor, Shedd Aquarium