Identity evolution of STEM teachers in Egyptian STEM schools in a time of transition: a case study

Nagdi, Mohamed El; Roehrig, Gillian H.

doi:10.1186/s40594-020-00235-2

Cited by 19 publications

(15 citation statements)

References 17 publications

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“…The formation processes of teacher professional identities involve interactions with different social environments (El Nagdi et al, 2018;Leigh, 2019;Prabjandee, 2020). To be specific, teachers may develop new or evolved professional identities when an education reform initiative is implemented (El Nagdi & Roehrig, 2020;Lee et al, 2013). The reasons might include that teachers may re-interpret the experiences and environments with the implications of education reforms and may transform their professional needs, goals, and positions to meet the requirements of education reforms (Vähäsantanen, 2015).…”

Section: Teacher Professional Identitiesmentioning

confidence: 99%

“…From a sociological perspective (El Nagdi et al, 2018;Leigh, 2019;Prabjandee, 2020), STEM teacher professional identities are formed within various social and cultural contexts. As STEM education reforms are increasingly implemented around the world, teachers may develop multiple new professional identities to satisfy the requirements of new interdisciplinary ideas and approaches (El Nagdi & Roehrig, 2020;El Nagdi et al, 2018). More importantly, STEM teachers' professional identities in the challenging surroundings of STEM education have been considered not only teachers, but also complex mixtures of learners, risk-takers, inquirers, curriculum designers, negotiators, reform implementers, researchers, and collaborators (Slavit et al, 2016).…”

Section: Teacher Professional Identitiesmentioning

confidence: 99%

“…Therefore, it is essential and meaningful to examine STEM teachers' transformation and formation of professional identities and analyze the roles that STEM teachers' emotions play in it. Meanwhile, limited studies have focused on STEM teacher professional identities (El Nagdi & Roehrig, 2020).…”

Section: Teacher Professional Identitiesmentioning

confidence: 99%

“…Figure 1 shows a conceptual framework for the relationships among STEM teacher emotions, STEM teacher professional identities, and successful STEM education changes. Under the STEM education reform, successful STEM education changes may encourage STEM teachers to develop new professional identities (Bybee, 2010;El Nagdi & Roehrig, 2020;El Nagdi et al, 2018;Lee et al, 2013;Vähäsantanen, 2015). In addition, successful education changes may arouse STEM teachers' different emotions when they respond to the requirements and expectations of the changes (Lee et al, 2013;Tsang & Kwong, 2017).…”

Section: A Conceptual Framework For the Relationships Among Stem Teacher Emotions Stem Teacher Professional Identities And Successful Stementioning

confidence: 99%

“…There is an increasing emphasis on STEM 2 as an education reform all over the world (El Nagdi & Roehrig, 2020;Li et al, 2020aLi et al, , 2020bStehle & Peters-Burton, 2019). In Asian areas, although STEM education started late, it has been "aggressively" implemented and developed in recent years (Wahono et al, 2020, p. 3).…”

Section: Introductionmentioning

confidence: 99%

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Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Jiang

Wang

et al. 2021

IJ STEM Ed

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Background Teacher emotions are sometimes underplayed in the research field of teaching and teacher education. Also, teachers often undergo transformations in their professional identities during education reforms. However, very few studies explore the connections between teacher emotions and their professional identities against the background of education reforms, especially in Asian contexts. There is an increasing emphasis on STEM as an education reform in China and the world, and a deep understanding of STEM teacher emotions and professional identities is necessary in the fast development of STEM education. This study examined how a STEM teacher emotionally constructed her professional identities under the STEM education reform. Methods This is a 3-year longitudinal case study employing a narrative inquiry approach with one STEM teacher in China. Data collection included one in-depth, semi-structured interview, three conversations, personal emotional diaries, and correspondence records. A four-step data analysis was conducted. Results Three major themes reflecting the participant’s emotional professional identities emerged, including “an interested but confused learner”, “an enthusiastic but nervous explorer”, and “an excited but unsatisfied mentor”. In the participant’s experiences as a learner, explorer, and mentor, positive and negative emotions were always intertwined. These helped construct and shape her professional identities and encouraged her to be the best STEM teacher that she could be. Conclusion This study provides a series of vivid and dynamic pictures of a STEM teacher’s emotions and professional identities against the background of STEM education reform in China from a 3-year longitudinal perspective. It also indicates the personal, social, cultural, and contextual factors that could have strong effects on teachers’ emotional experiences and the construction of professional identities. Furthermore, this study reveals that three processes (i.e., the process of education changes, the process of creating new or multiple professional identities, and the generation process of teacher emotions) could be intertwined and developed together.

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Section: Teacher Professional Identitiesmentioning

confidence: 99%

Section: Teacher Professional Identitiesmentioning

confidence: 99%

Section: Teacher Professional Identitiesmentioning

confidence: 99%

Section: A Conceptual Framework For the Relationships Among Stem Teacher Emotions Stem Teacher Professional Identities And Successful Stementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Jiang

Wang

et al. 2021

IJ STEM Ed

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Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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To STEAM or Not to STEAM: Is It a Matter of Professional Development or Professional Creation?

EL-Deghaidy¹,

Nagdi²

2023

Palgrave Studies on Leadership and Learning in Teacher Education

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Identity evolution of STEM teachers in Egyptian STEM schools in a time of transition: a case study

Cited by 19 publications

References 17 publications

Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

To STEAM or Not to STEAM: Is It a Matter of Professional Development or Professional Creation?

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