Understanding Teacher-Researcher Identity Exploration in Course-Based Undergraduate Research Experiences

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division K - Teaching and Teacher Education Virtual Poster Session

Abstract

To develop adaptive expertise and student-centered instruction in teacher education, it is essential to support the intricate student teachers’ teacher-researcher identity exploration. Though CUREs provide an opportunity for conducting authentic research that can enhance learning outcomes and persistence in natural science research, the application of CUREs in the education field has not yet been examined. To better understand how student teachers explore teacher-researcher identity with the support of CUREs, this study adopted ENA approach to analysis the trajectory and patterns of student teachers’ identity exploration from their answers in focus group interviews. The findings illustrated that identity change towards more explicit and balanced aspects of a new self as student teachers connected their doing, knowing, thinking, feeling, and being.

Authors

• Wenxin Guo, East China Normal University
  Presenting Author

• Xuemin Wang
  Non-Presenting Author

• Bian Wu, East China Normal University
  Non-Presenting Author