Forging Identities as Urban Teachers: Voices of Entry-Year Science and Mathematics Teachers

• In Event: 60.082 - Lessons Learned From Preservice and In-Service Teachers and Programs

Abstract

This research presents four qualitative case studies of how the participants negotiate their emerging identities as urban secondary science and mathematics teachers. The research uses both a modern and post-modern view of identity to understand how the participants understand themselves as urban teachers. We focus on how the participants negotiate their core identities and understand the shifts in their identities as a result of the multiplicity, fluidity, and social construction of their identities as urban teachers. The research follows the four participants from entry into pre-service teaching program through a full year student teaching experience in an urban secondary school.

Authors

• Helen Meyer, University of Cincinnati

• Matthew Guenther, University of Cincinnati