Exploring the Science Identities and Agency of Induction Phase Elementary Teachers

• In Event: Sheraton Roundtable Session Seven
  In Roundtable Session: Characteristics, Emotions, Commitments, and Practices of Newly Hired Teachers During Induction (Table 17)

Abstract

This qualitative study characterizes induction phase elementary teachers’ science teaching identity and agency by asking: How do elementary teachers (a) view their identity for science teaching? (b) bridge their identity into agency? Data was collected in an online M.Ed. program science methods course. Results suggest that teachers that identify as science enthusiasts take action to teach science, while those that identified as science reluctant took actions that shifted away from science instruction. Also, two induction phase elementary teachers had identities in motion towards science inclusive which led to science teaching agency. Findings suggest that looking at a science teaching identity along is not sufficient to determine science teaching agency. These findings have important implications for researchers, teachers, and policy makers.

Authors

• Rebekah Snyder, University of Missouri
  Presenting Author

• Swarna Mahapatra, University of Missouri - Columbia
  Presenting Author

• Sara Bridgewater, University of Missouri - Columbia
  Non-Presenting Author

• Laura Zangori, University of Missouri
  Presenting Author