The development of preservice elementary teachers' curricular role identity for science teaching

Forbes, Cory T.; Davis, Elizabeth A.

doi:10.1002/sce.20265

Cited by 63 publications

(59 citation statements)

References 62 publications

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“…We also investigated preservice elementary teachers' curricular role identities (Forbes & Davis, 2008b), or their orientations toward the use of science curriculum materials, as defined above. In particular, of course, we hope to promote a curricular role identity in which the active and analytic use of science curriculum materials is valued.…”

Section: Results Of Our Research: the Curriculum Materials Goalmentioning

confidence: 99%

“…Yet effective teachers engage in constant analysis and adaptation (Ben-Peretz, 1990;Brown, 2009;Remillard, 2005). Our preservice teachers come to see the use of curriculum materials as an important aspect of their job (Forbes & Davis, 2008b). They recognize that it is not sufficient merely to like or dislike a set of materials.…”

Section: Discussionmentioning

confidence: 99%

“…Building on notions of professional role identity (e.g., Mahlios, 2002) and Remillard's (2005) framework for the relationship between teachers and curriculum materials, we also administer a survey that measures preservice teachers' curricular role identities, or their orientations toward the use of curriculum materials as a part of how a teacher defines herself (Forbes & Davis, 2008b).…”

Section: How Do We Address the Curriculum Materials Goal?mentioning

confidence: 99%

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Beginning teachers moving toward effective elementary science teaching

Davis

Smithey

2009

Science Education

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ABSTRACT:We use a 10-year program of research centered on iterations of one elementary science methods course as a vehicle for exploring three important and interrelated goals for the learning of beginning elementary teachers. These include learning about inquiryoriented science teaching, using science curriculum materials effectively, and anticipating and working with students' ideas in instruction. For each goal we discuss how the literature informs our thinking, describe relevant aspects of our design of the course, and present findings of our research with regard to preservice teachers' experiences in and learning from aspects of the course. For each goal, we also highlight examples from our longitudinal work following the preservice teachers into their early years as elementary teachers, to provide a glimpse of teachers' trajectories related to each of the themes. We close with a discussion of implications for research and practice in elementary science teacher education.

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Section: Results Of Our Research: the Curriculum Materials Goalmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: How Do We Address the Curriculum Materials Goal?mentioning

confidence: 99%

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Beginning teachers moving toward effective elementary science teaching

Davis

Smithey

2009

Science Education

Self Cite

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Section: Introductionmentioning

confidence: 99%

“…Role identity refers to the way in which identities are fashioned around particular roles (Forbes and Davis, 2008), such as the role of CCC. The development of an identity around a role is an ongoing process that is determined by the ways in which people envision themselves fulfilling the role through practice (Forbes and Davis, 2008). It incorporates their subjective experiences, including their personal history, education and experience (Forbes and Davis, 2008), as well as reflection on other people's reactions (Schmidt, 2000).…”

Section: Introductionmentioning

confidence: 99%

Consumer and carer consultants in mental health: The formation of their role identity

Barkway

Mosel

Simpson

et al. 2012

Advances in Mental Health

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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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The development of preservice elementary teachers' curricular role identity for science teaching

Cited by 63 publications

References 62 publications

Beginning teachers moving toward effective elementary science teaching

Beginning teachers moving toward effective elementary science teaching

Consumer and carer consultants in mental health: The formation of their role identity

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

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