Developing a Teacher Identity: TAs' Perspectives about Learning to Teach Inquiry-Based Biology Labs

Autor/in	Gormally, Cara
Titel	Developing a Teacher Identity: TAs' Perspectives about Learning to Teach Inquiry-Based Biology Labs
Quelle	In: International Journal of Teaching and Learning in Higher Education, 28 (2016) 2, S.176-192 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Professional Identity; Teaching Assistants; Inquiry; Teaching Methods; Biology; Science Instruction; Laboratory Experiments; Interviews; Case Studies; Teacher Education; Student Attitudes; Beliefs; Science Teachers; State Universities; Writing (Composition); Reflection; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Laboratory work; Laborarbeit; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Belief; Glaube; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Staatliche Universität; Schreibübung
Abstract	Becoming a teacher involves a continual process of identity development and negotiation. Expectations and norms for particular pedagogies impact and inform this development. In inquiry based classes, instructors are expected to act as learning facilitators rather than information providers. For novice inquiry instructors, developing a teacher identity may be fraught with contradictions. Inquiry-based learning approaches have been widely adopted in university biology laboratory courses. Teaching assistants (TAs) teach the majority of these labs. Despite TAs' importance in university science instruction, we know little about their teacher identity development. This study analyzes interviews and written reflections to explore how teaching science as inquiry figures into TAs' teacher identity formation. Through five case studies, the study characterizes the trajectories of TAs who made or did not make inquiry teaching practices their own. Most TAs made progress toward developing an inquiry-oriented teacher identity by shifting their focus to student learning. These TAs came to see their students as doing science rather than simply participating in a lab class. Findings also highlight beliefs that conflict with inquiry practices in order to inform strategies to support TAs' changing conceptions about science teaching and the development of inquiry teacher identities. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01