Exploring Science Teacher Career Changer Identity From a Dialogic Approach

• In Event: Marriott Roundtable Session 12
  In Roundtable Session: Science Teaching and Learning: Science Identities

Abstract

This study explores the complexity of novice science teachers’ professional identity development, specifically focusing on individuals who enter teaching after making a career change. This study take a dialogic approach to understanding science teacher identity that builds upon the post-modern, sociocultural, interactionist understandings of identity development which have dominated the recent science education literature and further broadens that lens.

Authors

• Lara Smetana, Loyola University Chicago

• Ali Kushki, Loyola University Chicago