Investigating the Influence of Experiences in the Pandemic Era on a Novice Chemistry Teacher Identity

• In Event: Science Teacher Education and Professional Development

Abstract

This paper explores the impact of pandemic experiences on the professional identity of Dana, a novice chemistry teacher who began her career during the COVID-19 pandemic. Using Gee's (2000) identity framework and Carlone and Johnson's (2007) model of science identity, the study conducts a case analysis through two interviews to understand the challenges Dana faced as a new educator. Findings reveal three key themes: Classroom Environment and Student Behavior After the Four Pandemics, The Era of the “After Pandemic” Teacher Identity Formation, and A Drastic Uprise in Internet Dependency. This research addresses a significant gap in literature regarding novice teachers' science identity formation during the pandemic, offering insights into the complexities encountered by new educators in chemistry.

Author

• Mayra Muñoz, Montclair State University