Teacher Identity, Motivation, and Instructional Practice: A Longitudinal Case Study of a Social Studies Teacher

• In Event: Diverse Methodological Approaches to Exploring Student and Teacher Motivation

Abstract

We employed the Dynamic Systems Model of Role Identity (DSMRI) to conceptualize and investigate the changes in one social studies teacher’s identity, motivation, and strategic and situated actions of facilitating learner-centered discussions across her last year of student-teaching and first year of teaching. Findings from a longitudinal case study that included a life story interview, recordings of teaching, written reflection on instructional decisions, and stimulated recall interviews indicated the teacher’s increased agency for facilitating learner-centered discussions, which reflected an integration of her teaching role identity with her discussion facilitation role identity, and how these processes were intertwined with her changing teaching contexts.

Authors

• Qiling Wu, Temple University
  Presenting Author

• Avi Kaplan, Temple University
  Non-Presenting Author

• Lightning Jay, Binghamton University - SUNY
  Non-Presenting Author

• Abby Reisman, University of Pennsylvania
  Non-Presenting Author

• Tim Patterson, Temple University
  Non-Presenting Author

• Wendy Chan, University of Pennsylvania
  Non-Presenting Author

• Jenni Conrad, Oregon State University - Cascades
  Non-Presenting Author

• Joseph Eisman, Purdue University
  Non-Presenting Author

• Andrew del Calvo, University of Pennsylvania
  Non-Presenting Author

• Andrew J. Schiera, University of Wisconsin - Madison
  Non-Presenting Author