Exploration of science teacher identity construction through various lived experiences

Authors

  • Ari Dhinansah Herdhiyani Universitas Negeri Malang, Indonesia
  • Endang Purwaningsih Universitas Negeri Malang, Indonesia
  • Arif Hidayat Universitas Negeri Malang, Indonesia

DOI:

https://doi.org/10.21067/mpej.v8i1.8479

Keywords:

figured worlds, lived experiences, science teacher identity

Abstract

Identity is the construction of interpretations of life experiences in certain contexts, resulting in self-understanding. This research, with a single case study design, aims to explore the identity of science teachers in various contexts of Figured Worlds. The research participant is a science teacher named Yuni (pseudonym), who has a background in Physics Education. Data were collected through two semi-structured interviews. The results revealed how Yuni interpreted science-related life experiences in Figured Worlds to construct her identity. The researchers concluded that although, throughout Yuni's experience, she was not interested in becoming a teacher, she was able to become an outstanding teacher through her scientific papers.

Downloads

Download data is not yet available.

References

Abida Ferindistika Putri, A., Ferindistika Putri, A., Andriningrum, H., Khusnul Rofiah, S., & Gunawan, I. (2019). Teacher Function in Class: A Literature Review. 5th International Conference on Education and Technology, 382(Icet), 5–9. https://doi.org/10.2991/icet-19.2019.2

Alles, M., Seidel, T., & Gröschner, A. (2019). Establishing a positive learning atmosphere and conversation culture in the context of a video-based teacher learning community. Professional Development in Education, 45(2), 250–263. https://doi.org/10.1080/19415257.2018.1430049

Avraamidou, L. (2014a). Studying science teacher identity: current insights and future research directions. Studies in Science Education, 50(2), 145–179. https://doi.org/10.1080/03057267.2014.937171

Avraamidou, L. (2014b). Tracing a Beginning Elementary Teacher’s Development of Identity for Science Teaching. Journal of Teacher Education, 65(3), 223–240. https://doi.org/10.1177/0022487113519476

Avraamidou, L. (2016a). Intersections of life histories and science identities: The stories of three preservice elementary teachers. International Journal of Science Education, 38(5), 861–884. https://doi.org/10.1080/09500693.2016.1169564

Avraamidou, L. (2016b). Stories of self and science: preservice elementary teachers’ identity work through time and across contexts. Pedagogies, 11(1), 43–62. https://doi.org/10.1080/1554480X.2015.1047837

Avraamidou, L. (2019). Stories we live, identities we build: how are elementary teachers’ science identities shaped by their lived experiences? Cultural Studies of Science Education, 14(1), 33–59. https://doi.org/10.1007/s11422-017-9855-8

Avraamidou, L. (2020). “I am a young immigrant woman doing physics and on top of that I am Muslimâ€: Identities, intersections, and negotiations. Journal of Research in Science Teaching, 57(3), 311–341. https://doi.org/10.1002/tea.21593

Badia, A., & Iglesias, S. (2019). The Science Teacher Identity and the Use of Technology in the Classroom. Journal of Science Education and Technology, 28(5), 532–541. https://doi.org/10.1007/s10956-019-09784-w

Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252

Buchanan, R., & Olsen, B. (2018). Teacher identity in the current teacher education landscape. Research on Teacher Identity: Mapping Challenges and Innovations, 195–205. https://doi.org/10.1007/978-3-319-93836-3_17

Chen, J. L., & Mensah, F. M. (2018). Teaching Contexts That Influence Elementary Preservice Teachers’ Teacher and Science Teacher Identity Development. Journal of Science Teacher Education, 29(5), 420–439. https://doi.org/10.1080/1046560X.2018.1469187

Christensen, O. T. (2019). Montessori Identity in Dialogue. Journal of Montessori Research, 5(2), 45–56. https://doi.org/10.17161/jomr.v5i2.8183

Chung-Parsons, R., & Bailey, J. M. (2019). The hierarchical (not fluid) nature of preservice secondary science teachers’ perceptions of their science teacher identity. Teaching and Teacher Education, 78, 39–48. https://doi.org/10.1016/j.tate.2018.11.007

Close, E. W., Conn, J., & Close, H. G. (2016). Becoming physics people: Development of integrated physics identity through the Learning Assistant experience. Physical Review Physics Education Research, 12(1), 1–18. https://doi.org/10.1103/PhysRevPhysEducRes.12.010109

Edmonds, W. A., & Kennedy, T. D. (2017). An Applied Guide to Research Designs; Quantitative, Qualitative, and Mixed Methods. In An Applied Guide to Research Designs: Quantitative, Qualitative, and Mixed Methods. https://doi.org/10.4135/9781071802779.n6

Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15–27. https://doi.org/10.1016/j.edurev.2019.01.003

Hazari, Z., Cass, C., & Beattie, C. (2015). Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development. Journal of Research in Science Teaching, 52(6), 735–762. https://doi.org/10.1002/tea.21214

Hong, J., Greene, B., & Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study. Journal of Education for Teaching, 43(1), 84–98. https://doi.org/10.1080/02607476.2017.1251111

Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0131-6

Lutovac, S., & Assunção Flores, M. (2021). ‘Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development. Journal of Education for Teaching, 47(3), 379–394. https://doi.org/10.1080/02607476.2021.1891833

Maulucci, M. S. R. (2013). Emotions and positional identity in becoming a social justice science teacher: Nicole’s story. Journal of Research in Science Teaching, 50(4), 453–478. https://doi.org/10.1002/tea.21081

Munfaridah, N., Avraamidou, L., & Goedhart, M. (2022). Preservice Physics Teachers’ Development of Physics Identities: the Role of Multiple Representations. Research in Science Education, 52(6), 1699–1715. https://doi.org/10.1007/s11165-021-10019-5

Ospina, N. S., & Medina, S. L. (2020). Living and Teaching Internationally: Teachers Talk about Personal Experiences, Benefits, and Challenges. Journal of Research in International Education, 19(1), 38–53. https://doi.org/10.1177/1475240920915013

Purwaningsih, E., Suryadi, A., & Munfaridah, N. (2020). “I am a Rhetoric Physics Student-Teacherâ€: Identity Construction of an Indonesian Physics Student-Teacher. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1908. https://doi.org/10.29333/ejmste/9123

Rahmawati, Y., & Taylor, P. C. (2018). “The fish becomes aware of the water in which it swimsâ€: revealing the power of culture in shaping teaching identity. Cultural Studies of Science Education, 13(2), 525–537. https://doi.org/10.1007/s11422-016-9801-1

Saka, Y., Southerland, S. A., Kittleson, J., & Hutner, T. (2013). Understanding the Induction of a Science Teacher: The Interaction of Identity and Context. Research in Science Education, 43(3), 1221–1244. https://doi.org/10.1007/s11165-012-9310-5

Sarsito, T. (2006). Javanese culture as the source of legitimacy for Soeharto’s government. Asia Europe Journal, 4(3), 447–461. https://doi.org/10.1007/s10308-006-0078-y

Usman, J., Zulfikar, T., & Lugendo, D. (2021). Rethinking the policies for nurturing teacher identity development in Indonesia. Qualitative Report, 26(5), 1618–1632. https://doi.org/10.46743/2160-3715/2021.4366

Wei, B., Avraamidou, L., & Chen, N. (2021). How a Beginning Science Teacher Deals with Practical Work: an Explorative Study Through the Lens of Identity. Research in Science Education, 51. https://doi.org/10.1007/s11165-019-9826-z

Wulff, P., Hazari, Z., Petersen, S., & Neumann, K. (2018). Engaging young women in physics: An intervention to support young women’s physics identity development. Physical Review Physics Education Research, 14(2), 20113. https://doi.org/10.1103/PhysRevPhysEducRes.14.020113

Zangori, L., & Forbes, C. T. (2013). Preservice Elementary Teachers and Explanation Construction: Knowledge-for-Practice and Knowledge-in-Practice. Science Education, 97(2), 310–330. https://doi.org/10.1002/sce.21052

Downloads

Published

2024-01-31

How to Cite

Herdhiyani, A. D., Purwaningsih, E., & Hidayat, A. (2024). Exploration of science teacher identity construction through various lived experiences. Momentum: Physics Education Journal, 8(1), 32–41. https://doi.org/10.21067/mpej.v8i1.8479

Issue

Section

Articles