Developing a Professional Identity as an Elementary Teacher of Nature of Science: A Self-Study of Becoming an Elementary Teacher

Autor/inn/en	Akerson, Valarie L.; Pongsanon, Khemmawadee; Weiland, Ingrid S.; Nargund-Joshi, Vanashri
Titel	Developing a Professional Identity as an Elementary Teacher of Nature of Science: A Self-Study of Becoming an Elementary Teacher
Quelle	In: International Journal of Science Education, 36 (2014) 12, S.2055-2082 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.890763
Schlagwörter	Elementary School Teachers; Professional Identity; Self Concept; Action Research; Science Instruction; Scientific Principles; Data Collection; Coding; Teacher Attitudes; Science Teachers; Teacher Education; Journal Writing; Attitude Change; Teacher Administrator Relationship; Time Management; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Selbstkonzept; Projektforschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Data capture; Datensammlung; Codierung; Programmierung; Lehrerverhalten; Science; Science teacher; Wissenschaft; Lehrerausbildung; Lehrerbildung; Zeitschriftenaufsatz; Attitudinal change; Einstellungsänderung; Zeitmanagement; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was "How can a teacher develop a professional identity as an elementary teacher of NOS?" Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10