Development of Science Teacher Identity Within Induction Phase Elementary Teachers

• In Event: AERA Graduate Student Research-in-Progress Session 5
  In Roundtable Session: Research on Teacher Identity (Table 5)

Abstract

"This qualitative case study on induction-phase elementary teachers aims to explore the identity development of pre-service teachers and understand how do affordances and tensions support or hinder induction-phase elementary teachers
in building a science teacher identity within an online course. For this study, I intend to use the science identity framework conceptualized by Carlone
and Johnson (2007), which comprises three dimensions: competence, performance, and
recognition.Teacher educators and teacher education
programs could benefit from the insights provided by this study on ways to enhance their identity
development of preservice teachers through an online platform (Ercan, (2020)."

Author

• Swarna Chandrika Mahapatra, University of Missouri