Developing as a College Science Teacher: Using Identity to Examine Transformation

Autor/inn/en	Ceglie, Robert J., Sr.; Settlage, John
Titel	Developing as a College Science Teacher: Using Identity to Examine Transformation
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 13 (2019) 2, Artikel 13 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	College Faculty; Science Teachers; Science Instruction; Faculty Development; Biology; Professional Identity; Role; Teacher Attitudes; Conflict; Transformative Learning; Educational Quality; Departments; Psychological Patterns + Suchen Sie Ihr Suchwort? Fakultät; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Rollen; Lehrerverhalten; Konflikt; Pädagogische Transformation; Quality of education; Bildungsqualität; Department; Abteilung
Abstract	Guided by identity theory, this study investigated how a college biology professor's early career experiences contributed to the transformation of his identity as a college science teacher. This study showcases the four components of identity as described by Gee as a lens and it specifically focuses on the emergent role of institutional identity and its associated conflicts with incompatible belief systems. This qualitative study illustrated the utility of Gee's theory to study how various components of identity can be useful to examine the transformation of a college faculty member. The participant's position as a non-tenured faculty member created dissonance between his developing beliefs concerning quality science instruction and those imposed on him by his department. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01