Crossing Pedagogical Boundaries: A Self-Study of the Transition from Teaching Physics Content to Teaching Early Childhood Science Methods

• In Event: Tensions in Self-Study: Grappling with Boundaries, Relationships, & New Roles

Abstract

This self-study examines the transition of a university instructor from teaching undergraduate physics content to facilitating an early childhood science methods course in different contexts. Drawing on reflective journals, agendas, and critical friends’ notes, the study highlights three challenges: shifting from content expertise to pedagogy, navigating a new educational system, and building teaching confidence and authority. Using Braun and Clarke’s reflexive thematic analysis within a constructivist paradigm, findings reveal how initial content-centered practices limited inquiry-based teaching. Through reflection, mentorship, and collaboration, the instructor adopted a more adaptive, student-centered approach. This highlights how contextual shifts require reimagining professional identity and teaching philosophy. It emphasizes the importance of ongoing reflection, peer collaboration, and institutional support in preparing teacher educators for new roles.

Authors

• Esther Kataate Namakula, Indiana University

• Valarie Akerson, Indiana University