Tracing a Beginning Elementary Teacher's Development of Identity for Science Teaching

Autor/in	Avraamidou, Lucy
Titel	Tracing a Beginning Elementary Teacher's Development of Identity for Science Teaching
Quelle	In: Journal of Teacher Education, 65 (2014) 3, S.223-240 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487113519476
Schlagwörter	Science Instruction; Beginning Teachers; Professional Identity; Professional Development; Elementary School Teachers; Interviews; Classroom Observation Techniques; Assignments; Journal Writing; Lesson Plans; Inquiry; Learning Experience; Interprofessional Relationship; Women Scientists; Institutional Characteristics; Longitudinal Studies; Teacher Characteristics; Preservice Teachers; Case Studies; Qualitative Research + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Assignment; Auftrag; Zuweisung; Zeitschriftenaufsatz; Lesson planning; Unterrichtsplanung; Lernerfahrung; Weibliche Gelehrte; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Qualitative Forschung
Abstract	The purpose of this case study was to examine a beginning elementary teacher's development of identity for science teaching from her first year at university, her field experience, and through her first year of teaching. Several kinds of data were collected over a period of 5 years through different sources: interviews, journal entries, drawing assignments, biographical assignments, lesson plans, and classroom observations. Grounded within a combined theoretical framework of identity and narrative, these data were analyzed by means of open coding techniques. The findings of the data analysis are presented under the following four main themes--(a) discourse identity: embracing and enacting scientific inquiry; (b) affinity identity: the impact of relationships and science learning experiences; (c) nature identity: women in science; and (d) institution identity: the role of the context. The findings are summarized in three main assertions, which are discussed alongside a set of implications for research and teacher preparation. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10