Science Teacher Identity and Student Learning in a Museum-Based Master's in Teaching

• In Event: Sheraton Roundtable Session 17
  In Roundtable Session: Race, Politics, and Teacher Identity: Reflecting on Professional Learning and Practice

Abstract

The purpose of this paper is to illuminate teacher identity development of recent graduates of a museum-based Master of Arts in Teaching (MAT) program. Out-of-school science institutions like museums have the potential to support new teachers engaging in science teaching practices that focus on student-centered approaches, which in turn shapes science teacher identity (Avraamidou, 2014). This is particularly relevant since research suggests providing out-of-school science and hands-on learning experiences can support skills and science conceptual understanding for non-dominant groups in science, such as girls, Black and Latino students (National Research Council, 2009).

Teacher identity frameworks provide a lens for examining the complexity and continuity of becoming a teacher (Gee, 2000; Feiman-Nemser, 2011). Continuously developing, teacher professional identity is intimately interwoven with practices, resources, learning environments, people, stories, and experiences that are integrated and become part of teaching (Author, 2016; Author, 2015). Kisiel found a correlation between teacher identity and “avid-users” of informal science education resources amongst classroom teachers (2016). This literature highlights the multilevel influences on teaching and learning, and suggests that instruction is maximized with the inclusion of diverse resources to enhance students’ experiences and facilitate understanding.

Over two years, case study research follows several graduates from a museum-based MAT program into the classroom in their early years of teaching. The MAT program was developed to prepare Earth science teachers for high-needs schools in New York. Data includes: semi-structured interviews with graduates and faculty, classroom observations, student interviews, research memos, teacher artifacts, and student work. Data was analyzed for emerging themes, using an open coding technique and the research team worked collaboratively to identify and refine themes.

Findings illuminate ways that teacher identity can be shaped and influenced by coursework and experiences in the MAT program with continued targeted support both in the classroom and at the Museum throughout induction. This is evident in the appearance and feel of classrooms, use of resources and integration of of lessons, activities, and pedagogical strategies. Data suggest that the program has an influence not only on teacher practice and identity, but also on student learning and attitudes toward science. The research reveals how teacher identity development is full of constraints and contradictions, dependent on but not limited to teacher’s values and attitudes, school philosophy, and structures. We will explore some of the challenges and successes of the role that museum resources play in science teacher identity development, in particular working in high-needs schools.

Understanding what drives or motivates teachers to make decisions regarding their teaching practice and what influences the expectations they have for their students is critical for examining the cycle of inequity that exists in the public school system. The diverse perspectives and inquiry methods presented here have enabled researchers to investigate teacher identity and various contexts to teach science. Understanding teacher identity and the role of out-of-school science learning allows us to develop tools for teacher education programs and school administration to ensure that all students are receiving the best pedagogy and content available.

Authors

• Cristina Trowbridge, American Museum of Natural History

• Jamie Wallace, American Museum of Natural History