Becoming Ambitious: How University Methods Courses Influence Second-Year Teachers' Identity

• In Event: 79.031 - Ambitious Teaching and High-Leverage Practices: Preparing Preservice Science Teachers Across Contexts

Abstract

In response to calls from national standard for innovative ways of teaching, teacher preparation has developed methods for preparing “ambitious” teachers to meet the challenge. However, there is scant research about whether these learning opportunities influence beginning teachers’ professional identity or practice. In this study, we conducted interviews with second-year teachers to examine the extent to which they used instructional practices and tools learned in secondary science methods courses and the nature of their professional identity. We found that the majority of teachers shared similar values that were aligned with the framework used in methods courses and positioned themselves as having significant resources that they could bring to their new contexts. Findings have implications for supporting beginning teachers as professionals.

Authors

• Amelia Wenk Gotwals, Michigan State University

• Julie Christensen, Michigan State University

• Kraig Adam Wray, Michigan State University

• David Stroupe, Michigan State University