Developing a Science Teacher Identity for Socially Just Teaching Through Professional Development for Elementary Teachers

• In Event: Science Teaching and Learning Toward Collaborative Social Transformation and Justice

Abstract

This multiple case study of five fourth-grade early career and veteran teachers examined how the teachers’ science teacher identities developed and the ways they shifted towards more equitable, socially just science teaching through their participation in a year-long science PD. I designed and facilitated this PD within and against the teachers’ school context, where science was minimally taught, and standardized testing pressures narrowed their practices and possible science teacher identities (Bradbury & Wilson, 2020; Hayes & Trexler, 2016; Marco-Bujosa et al., 2018). This study drew from situated learning and social justice science teacher identity frameworks and the critical PD literature (Kohli et al., 2015; Moore, 2008; Rivera Maulucci, 2013; Wenger, 1998). The data included teacher interviews, fieldnotes, and reflective teacher questionnaires, and were analyzed using grounded theory and cross-case analysis (Charmaz, 2014; Merriam, 2009). This study found that the ways the teachers’ science teacher identities, practices, and social justice stances developed through the PD were connected to their existing teaching approaches, perspectives towards children and science, and school accountability pressures (Bradbury & Wilson, 2020; Buxton et al., 2015). I briefly present these findings.
Prior to this study, Stefanie and Marciella (veterans) taught science in traditional, teacher-centered ways. They both believed their students learned and retained science content better through hands-on teaching methods. Nevertheless, they continued to see “low-performing” students, limited time, and standardized testing pressures as structural barriers to enacting these more equitable practices. Stefanie explained: “I also have the stress of they need to perform on the tests and their grades are so low” (Stefanie Interview 3/20/18). Interestingly, they both considered themselves science teachers.
Lana (veteran) and Remy (early career) were fearful of and never taught science prior to this PD. However, they held constructivist and humanizing orientations towards teaching. Through the collaborative PD supports, teaching science became more meaningful and comfortable for them. Their perspectives of science also became more justice-oriented as they observed that “the students are learning how to think for themselves, how to communicate with each other, how to question each other’s ideas and thoughts, and they’re learning how to problem solve” (Lana Interview 3/22/18).
Ayanna (early career) came to this PD with a social justice science teacher identity. Because of her limited content knowledge and novice positioning, she experienced challenges to her science teacher identity. Through this PD, she honed her inclusive science teaching practices and found ways to resist the marginalization of science. Ayanna’s students affirmed her justice-oriented stance, as she explained: “It just comes back to the students and how receptive they are to science. That helps to fuel me in my teaching” (Ayanna Interview 6/1/18).
When designing science PD to transform teachers’ knowledge, practice, and science teacher identities, it is important to consider elementary teachers’ reasons and choices for enacting or not enacting particular practices. School context is also a critical consideration. Additionally, elementary teachers may need support from science teacher educators to find their own reasons for teaching science because they may not have intrinsic motivations to teach or transform their science teaching.

Author

• Jessica Chen, Teachers College, Columbia University