“I’m Not Just a Math Teacher”: Understanding the Development of Elementary Teachers’ Mathematics Teacher Identity

Francis, Dionne Cross; Hong, Ji; Liu, Jinqing; Eker, Ayfer

doi:10.1007/978-3-319-93836-3_12

Cited by 11 publications

(16 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Elementary teachers' identities are defined by the many roles they take up in the classroom; the tensions between these roles can lead to challenges as they called to disrupt more siloed structures of STEM learning (Cross Francis et al, 2018). Their own experiences as learners in siloed STEM classrooms and teacher education courses create additional challenges as they negotiate learning experiences and teaching expectations (Avraamidou, 2018).…”

Section: Accounting For Tensions In Constructing An Integrated Stem T...mentioning

confidence: 99%

“…Integrating STEM can lead to an "internal negotiation to incorporate the new role into an existing sense of self " (Ni et al, 2021, p. 282). The identity tensions that teachers experience can be either an opportunity for growth or a justification for maintaining the status quo, especially in the contexts where STEM learning outcomes are used as accountability measures (Cross Francis et al, 2018). For elementary teachers who are asked to innovate STEM in their classroom, their role identities (Brenner et al, 2018;Shanahan & Nieswandt, 2011) are related to their positions and actions (Keiler, 2018).…”

Section: Accounting For Tensions In Constructing An Integrated Stem T...mentioning

confidence: 99%

“…As teachers continue to develop their identities as both STEM learners and teachers, they are negotiating their integrated STEM teacher identities. A juxtaposition of separate identities is insufficient; teachers rely on their STEM learner identities as they build and express their professional teaching identities (Cross Francis et al, 2018;Owens, 2008). There is a need to capture the negotiation of multiple identities in relation to STEM by reframing professional teacher identity in terms of integrated STEM knowledge.…”

Section: Stem Learner Identitymentioning

confidence: 99%

See 2 more Smart Citations

Beyond content and curriculum in elementary classrooms: conceptualizing the cultivation of integrated STEM teacher identity

Galanti

Holincheck

2022

IJ STEM Ed

View full text Add to dashboard Cite

As K-12 STEM education moves toward the integrated application of mathematics and science concepts in collaborative and complex real-world problem solving, there is a commensurate need to redefine what it means to be a STEM teacher in the early grades. Elementary teachers need more than professional development with innovative content and curriculum to be ready to integrate STEM; they need the agency that comes with a strong sense of who they are and who they want to become as STEM teachers. In this commentary, we propose a model for integrated STEM teacher identity with the goal of building a robust definition that is applicable to multiple educational contexts. The model captures the tensions between elementary teachers’ multiple identities as STEM learners, professional teachers, and STEM education innovators. Our proposed model structures the complexity of these roles as an intertwining of components from extant professional teacher identity and STEM learner identity models. The careful cultivation of integrated STEM identities has the power to increase teachers’ readiness to not only try but to sustain innovative curriculum. Teacher educators and professional development facilitators can use this model to provide more personalized support to teachers. Recommendations for future refinement of this model are offered along with implications for more equitable access to integrated STEM experiences for all students.

show abstract

Section: Accounting For Tensions In Constructing An Integrated Stem T...mentioning

confidence: 99%

Section: Accounting For Tensions In Constructing An Integrated Stem T...mentioning

confidence: 99%

Section: Stem Learner Identitymentioning

confidence: 99%

See 1 more Smart Citation

Beyond content and curriculum in elementary classrooms: conceptualizing the cultivation of integrated STEM teacher identity

Galanti

Holincheck

2022

IJ STEM Ed

View full text Add to dashboard Cite

show abstract

“…More recently, researchers have found that reform and policy shifts create identity tensions for teachers, especially when highstakes accountability or testing is involved (Cross Francis et al, 2018), which can have implications on teachers' feelings of efficacy and commitment within the profession (Day et al, 2005). Take, for example, Ball's (2003) discussion of teacher performativity within the context of neoliberal education reform in England.…”

Section: Remaking Teacher Identity During a Pandemicmentioning

confidence: 99%

Teachers' Emotion and Identity Work During a Pandemic

Jones

Kessler

2020

Front. Educ.

View full text Add to dashboard Cite

“…Novice teachers in traditional schools commonly stay in "an insecure job situation" (Ruohotie-Lyhty, 2013), needless to say those in privately-owned shadow schools. However, to become and remain "secure" requires more than learning or adapting specific instructional strategies (Cross Francis et al, 2018). To gain a stable teacherhood necessitates transformative changes across affective, cognitive and motivational dimensions.…”

Section: Introductionmentioning

confidence: 99%

“It Is Utterly Out of My Expectation”-A Case Inquiry of Teacher Identity of an EFL Teacher in a Chinese Shadow School Setting

Wang

Guo²,

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

Though teacher identity is currently receiving an increasing amount of attention in the literature on teacher education and teacher development, little information is available about the richness, fluidity and individuality of EFL teacher identities in various L2 settings. This preliminary case inquiry has echoed that comment by exploring qualitatively how language teacher identity features in the participant's categorization of herself as a professional during her school-to-work transition at a shadow school in hinterland China. Drawing on semi-structured interviews and reflection essays, the triangulated data were analyzed with thematic analysis in order to find categories of enacted identities and key factors that impacted Jane's teacher identity formation. The results indicate four identities existed: an attendant, a firefighter, a coolie and a tramp. The fundamental predicaments hovering over the green employer encompass an array of contextual factors, including (1) overwhelming anxieties for potential early student leavers; (2) overhuge workload and fluid working schedule; (3) endless non-teaching related commitments; (4) lack of career prospect and development ladder. The results of the study contribute to the understanding of the complex and dynamic nature of teacher identity influenced by sociocultural landscapes where language teachers are situated. The research suggests implications for teacher educators and stakeholders on how to transform a novice to a qualified EFL teacher within the ideology and discouraging discourse of a burgeoning privately-owned training market, and on how to mediate green teachers' agency and autonomy against the bottlenecks of their initial years of teaching.

show abstract

“I’m Not Just a Math Teacher”: Understanding the Development of Elementary Teachers’ Mathematics Teacher Identity

Cited by 11 publications

References 22 publications

Beyond content and curriculum in elementary classrooms: conceptualizing the cultivation of integrated STEM teacher identity

Beyond content and curriculum in elementary classrooms: conceptualizing the cultivation of integrated STEM teacher identity

Teachers' Emotion and Identity Work During a Pandemic

“It Is Utterly Out of My Expectation”-A Case Inquiry of Teacher Identity of an EFL Teacher in a Chinese Shadow School Setting

Contact Info

Product

Resources

About