Beginning teachers immersed into science: Scientist and science teacher identities

Abstract

ABSTRACT:We use identity as a multidimensional lens to explore ways in which beginning teachers saw themselves as scientists and as science teachers during and after 10-week summer apprenticeships at a science lab. Data included four interviews with each teacher, three during the apprenticeship and one after the first year of teaching. Two themes emerged that were used to organize the findings: (a) science as a practice and (b) science as a community of practice. Teachers came to appreciate certain science practices, speech acts, and tools. As scientists, they noticed and engaged in the nonlinearity, messiness, risk taking, evolution over time, and complexity of science (their own and others'), and in both levels of scientific activity, theory and data, and their interplay. Their scientist identity also came to incorporate the delicate dynamics of collaboration, autonomy, and mentoring within a community. However, for several reasons the teachers raised, such practices became elements of their science teacher identities to differing degrees. What they experienced as science teachers was a sense of conflict. At times this conflict took the form of ambivalence,

The Professional Identity of Three Innovative Teachers Engaging in Sustained Knowledge Building Using Technology

“…A related aspect of the teachers' identity has to do with how they position themselves in relation to the contextual challenges and constraints of their work (Beijaard et al, 2004, Gee, 2001Rodgers & Scott, 2008;Varelas et al, 2005). The literature suggests that teachers often see obstacles and contextual constraints as preventing them from innovation and change.…”

“…Contexts entail larger socio-cultural-historical processes that influence teachers' identity (Varelas, House, & Wenzel, 2005), personal histories that alter teachers' beliefs and values, the culture of the institution, including the history of the institution, and values held by its administrators and other members. Through reflecting on their practice and identity, teachers "become more in tune with their sense of self and with a deep understanding of how this self fits into a larger context which involves others" (Beauchamp & Thomas, 2009, p. 182).…”

Análisis de la Elección de Itinerarios Educativos en los Universitarios Españoles. El Caso del Campus de Palencia de la Universidad de Valladolid

“…En el proceso cabe destacar dos características de la identidad de la ciencia y de los docentes, su naturaleza y la formación dinámica a través de la interacción social (Jackson & Seiler 2013;Luehmann 2007;Varela et al 2005). El pensamiento contemporáneo incorpora la idea que la identidad profesional docente se define en gran medida en términos de relaciones de unos a otros, incluyendo las afiliaciones personales, culturales, y sociales (Beijaard et al 2004;Chace 2014;Duncan 2015;).…”

Pertinence de la prise en compte des dimensions sociales des sciences pour renouveler la conception des sciences au primaire : illustration de la position d’une future enseignante1

“…Somme toute, l'adoption d'une perspective éducative qui s'inspirerait de la sociologie des sciences apparaît comme une voie prometteuse en éducation aux sciences (cunningham et helms, 1998 ;Roth, 1998 ;Roth et collab., 2001 ;Varelas, house et Wenzel, 2005). À ce propos, examinons brièvement comment Roth et ses collaborateurs (2001) analysent le cas de l'enseignement des sciences à l'école primaire.…”

“…Quelques chercheurs se sont intéressés, mais de manière limitée, aux conceptions que les enseignants du primaire ont des dimensions sociales des sciences (Ackerson, Abd-El-Khalick et Lederman, 2000 ;cobern et Loving, 2002 ;craven III, hand et Prain, 2002 ;Varelas, house et Wenzel, 2005). Il nous paraît donc pertinent et novateur de proposer un protocole d'entretien qui permette de cerner plus systé-matiquement comment des enseignants du primaire en formation initiale envisagent ces aspects des sciences.…”