Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher |
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| Authors: | Valarie L Akerson Khemmawadee Pongsanon Ingrid S Weiland Vanashri Nargund-Joshi |
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| Institution: | 1. Curriculum and Instruction, Indiana University, 201 North Rose Avenue, Bloomington, IN 47405, USAvakerson@indiana.edu;3. Ministry of Education, Bangkok, Thailand;4. Department of Early Childhood and Elementary Education, University of Louisville, Louisville, KY, USA;5. Department of Education, State University of New York-Buffalo, Buffalo, NY, USA |
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| 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. |
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| Keywords: | Professional identity Nature of science Science teacher education |
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