Examining Accountability as a Factor in Science Teacher Identity and Hurdles for Teacher Education

• In Event: Innovations in Teacher Education

Abstract

In light of this year’s theme, “Accepting Educational Responsibility”, this paper explores ways that accountability in teacher education privileges objective, impersonal teacher identity and distances it from responsibility and reflexivity. Responsibility, as a personal obligation, is a keystone of human identity. However, in ignoring personal identity in teacher preparation and induction, we inadvertently undermine responsibility as part of teacher identity. Here, a multi-lens conceptual framework is used to build on qualitative data and findings from a case study of three early-career teachers. Implications for teacher educators and induction programs push us to consider ways to deconstruct and reimagine institutional spaces to foster reflexive and responsible teacher identity.

Author

• Kristen Victoria Larson, Mercy College