Urban Science Teacher Identity in the Figured World of School Science

• In Event: Moscone Center West Roundtable Session 5
  In Roundtable Session: Science Teachers' Dispositions and Discourses: Toward Liberatory Science Classrooms

Abstract

This research explores the Discourses (identities) available to science teachers in urban areas. Data was collected from in-service k-12 science teachers through questionnaires and interviews. Using a framework of Figured Worlds, four Discourses were identified. Content Specialists were associated with strong background knowledge and a focus on science content, and standardized tests, instead of students. Saviors held deficit views of students and positioned themselves as helping students overcome these perceived deficits. Science Enthusiasts focused on sharing their passion for science with students. Inherent Teachers saw themselves as teachers first, regardless of content area, and focused on relationships with students. Results indicate a need to support teachers’ identity work as a means to develop and grow as a science teacher.

Author

• Katherine Wade-Jaimes, University of Nevada - Las Vegas