Science?and me: Subject matter and identity in secondary school science teachers

Abstract

This article explores the relationship between subject matter and secondary science teacher identity, or sense of self. Based on the recent literature on identity and responses of five secondary science teachers in in-depth interviews, I develop a multidimensional model of identity and discuss the role of subject matter in the teachers' descriptions of who they are as people and professionals. I offer implications of this relationship for science education reform and teacher education.

What makes an inquiry‐oriented science teacher? The influence of learning histories on student teacher role identity and practice

“…This study's data support the assertion that it is not science teacher education alone that makes an inquiry-oriented teacher, but that a preservice teacher predisposed to inquiry-oriented teaching benefits most from science teacher education (Kagan, 1992). In addition, learning orientations, past experiences in schools, and experience in teaching and doing science appear to support or filter the critical aspects of an inquiry-oriented science teacher education program (Crawford, 1999;Helms, 1998;Kagan, 1992;Nespor, 1987;Pajares, 1992;Volkmann & Anderson, 1998). These experiences can also help to develop a beginning teachers' pedagogical content knowledge that further supports the use of structured inquiry (Borko & Putnam, 1995;Hashweh, 1987).…”

Finding their way on: Career decision‐making processes of urban science teachers

“…This subculture often enjoys a higher status than other academic fields (Ball & Lacey, 1984), owing to its elevated position in higher education (Little, 1993). Furthermore, science teachers report that their subject matter is an integral part of how they see themselves both personally and professionally (Helms, 1998). Therefore, this study considers the subject-specific nature of teachers' experiences, focusing on science teachers at particularly high risk for attrition.…”

Developing a Deeper Involvement with Science: Keith's Story

“…This is evident in the values underlying his science as well as in such things as his choice of careers -first in medicine and finally in science teaching. Helms (1998) explained that this sense of value turns identity into more than associations to a profession or categories such as race, class, and gender. Identity becomes inclusive of what a person believes, values, and wants to become professionally and personally.…”