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STEM Teacher Identity Development in Professional Development Settings: A Secondary Physics Teacher's Perspective

Sat, April 10, 10:40am to 12:10pm EDT (10:40am to 12:10pm EDT), Division K, Division K - Section 3 Paper and Symposium Sessions


This case study examines a secondary school physics teacher’s identity development in her attempts to implement integrated science, technology, engineering and mathematics (STEM) teaching practices in a setting of professional development (PD) activities. Multiple qualitative data sources were collected within one year in an ethnographic approach, these include semi-structured interviews, observation field notes of teacher meetings and classroom teaching, and documents of STEM lesson plan and teacher written reflections. Analyzing from teacher cognitive and affective dimensions, findings reported the emerging of the teacher’s STEM teacher identity through participation in PD. And adjustments of teaching practices reflected teacher struggling in identity enactments influenced by time, student performances, and previous experiences. The paper is concluded with implications for PD schemes.