“I Am a Scientist AND I Am a Science Teacher!” Negotiating Shifts in Professional Identity

• In Event: Theory Into Practice in Science Teaching and Learning

Abstract

This case study uses adopts the Dynamic Systems Model of Role Identity (DSMRI) to explore how a biology teacher candidate negotiated and articulated shifts in her science and science teacher identity development during a summer research experience program for preservice science teachers. Results indicate how the research experience and the opportunity to reflect on one’s role identities and their connections helped to increase harmony between the varied role identities, a critical component of professional learning.

Authors

• Lara Smetana, Loyola University Chicago

• Betsy Leong, Loyola University Chicago