Exploration of physics teacher identity through life experience: A case study of science teacher with excellent achievement
Abstract
This research aims to explore the construction of teacher identity through life experiences. Data were collected from observation, interviews, and document analysis. The subject of this study was TN (a pseudonym), who is a science teacher with an excellent academic background. The results of this research indicate that, from the perspective of discourse identity, TN is a teacher who emphasizes contextual learning and student-centered learning. Based on the perspective of nature identity, kinesthetic learning and her fondness for mathematics have had a major influence on her interest in physics. Meanwhile, from the perspective of affinity identity, family and role models greatly influence TN's beliefs about learning and her decision to have a career as a teacher. From the perspective of institutional identity, formal institutions have a negative impact on the construction of TN’s identities, while informal institutions such as organizations have a positive influence on TN's physics interests and rhetorical skills.
References
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Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and teaching, 21(6), 700-719.
Burke, P. F., Schuck, S., Aubusson, P., Kearney, M., & Frischknecht, B. (2018). Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption. Technology, Pedagogy and Education, 27(2), 149-163.
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Chetty, N. D. S., Handayani, L., Sahabudin, N. A., Ali, Z., Hamzah, N., Rahman, N. S. A., & Kasim, S. (2019). Learning Styles and Teaching Styles Determine Students' Academic Performances. International Journal of Evaluation and Research in Education, 8(4), 610-615.
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.
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), 010109.
Cuevas, J. (2015). Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education, 13(3), 308-333.
Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums. The Asia-Pacific Education Researcher, 27, 441-453.
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Dewi, P. Y., & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning, 1(1), 19-26.
Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements of a quality pre-service teacher mentor: A literature review. Teaching and Teacher Education, 92, 103072.
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Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449.
Goktepe, F. T., & Kunt, N. (2021). “I’ll do it in my own class”: novice language teacher identity construction in Turkey. Asia Pacific Journal of Education, 41(3), 472-487.
Haghighat, M. D., & Knifsend, C. A. (2019). The longitudinal influence of 10th grade extracurricular activity involvement: Implications for 12th grade academic practices and future educational attainment. Journal of youth and adolescence, 48, 609-619.
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15-27.
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2020). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale. Studies in Educational Evaluation, 64, 100822.
Hendawati, Y., Pratomo, S., Suhaedah, S., Lestari, N. A., Ridwan, T., & Majid, N. W. A. (2019, October). Contextual teaching and learning of physics at elementary school. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012130). IOP Publishing.
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Jemini-Gashi, L., Duraku, Z. H., & Kelmendi, K. (2021). Associations between social support, career self-efficacy, and career indecision among youth. Current Psychology, 40, 4691-4697.
Juniwati, Yusrizal, & Khaldun, I. (2020, February). Influence of the contextual teaching and learning model against student learning outcome. In Journal of Physics: Conference Series (Vol. 1460, No. 1, p. 012128). IOP Publishing.
Kade, A., Degeng, I., & Ali, M. (2019). Effect of jigsaw strategy and learning style to conceptual understanding on senior high school students. International Journal of Emerging Technologies in Learning (iJET), 14(19), 4-15.
Kaplan, A. and Garner, J. K. (2018) Teacher Identity and Motivation: The Dynamic Systems Model of Role Identity, Springer International Publishing AG.
Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International journal of STEM education, 5, 1-20.
Kestin, G., Miller, K., McCarty, L. S., Callaghan, K., & Deslauriers, L. (2020). Comparing the effectiveness of online versus live lecture demonstrations. Physical Review Physics Education Research, 16(1), 013101.
Leeferink, H., Koopman, M., Beijaard, D., & Schellings, G. L. (2019). Overarching professional identity themes in student teacher workplace learning. Teachers and Teaching, 25(1), 69-89.
Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and strategies in constructing professional identity: The first-year teaching experiences of Indonesian EFL novice teachers. Journal of English Education and Teaching, 4(1), 1-19.
Maddamsetti, J. (2020). Where all the good teachers are cape verdean Americans: A white teacher’s identity positionings in an urban elementary school. The Urban Review, 52(1), 100-126.
Mahendra, A. W. (2020). Constructing Identity: Experiences of Indonesian ESP Teachers in a Language Institute. English Language Teaching Educational Journal, 3(3), 229-240.
Mansour, N. (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices. International journal of science education, 35(7), 1230-1275.
Moreau, M. P., & Brownhill, S. (2017). Teachers and educational policies: Negotiating discourses of male role modelling. Teaching and Teacher Education, 67, 370-377.
El Nagdi, M., Leammukda, F., & Roehrig, G. (2018). Developing identities of STEM teachers at emerging STEM schools. International journal of STEM education, 5, 1-13.
Nguyen, H. T. M., & Yang, H. (2018). Learning to become a teacher in Australia: A study of pre-service teachers’ identity development. The Australian Educational Researcher, 45, 625-645.
Nguyen, M. H. (2017). Negotiating contradictions in developing teacher identity during the EAL practicum in Australia. Asia-Pacific Journal of Teacher Education, 45(4), 399-415.
Palmgren, E., & Rasa, T. (2022). Modelling Roles of Mathematics in Physics: Perspectives for Physics Education. Science & Education, 1-18.
Purwaningsih, E., Suryadi, A., & Munfaridah, N. (2020). " I Am a Rhetoric Physics Student-Teacher": Identity Construction of an Indonesian Physics Student-Teacher. Eurasia Journal of Mathematics, Science and Technology Education, 16(12).
Rafindadi, S. M. (2016). The Impact of Infrastructure on the Quality of Primary Education in Katsina Zone Katsina State, Nigeria. International Journal of Research Development, 10(1), 2141-1409.
Ralph, A. M., & MacPhail, A. (2015). Pre-service teachers’ entry onto a physical education teacher education programme, and associated interests and dispositions. European Physical Education Review, 21(1), 51-65.
Riswanto, Suseno, N., Partono, Harjati, P., & Dedy, H. A. (2019). School Laboratory Management Information System. Journal of Physics: Conference Series, 1361(1).
Santos, D., & Miguel, L. (2019). The Relationship between Teachers' Beliefs, Teachers' Behaviors, and Teachers' Professional Development: A Literature Review. International Journal of Education and Practice, 7(1), 10-18.
Siswanto, E., & Hidayati, D. (2020). Management indicators of good infrastructure facilities to improve school quality. International Journal of Educational Management and Innovation, 1(1), 69-81.
Suleiman, Y., Hanafi, Z., & Muhajir, T. (2019). Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach. Indonesian Journal on Learning and Advanced Education (IJOLAE), 1(2), 1-19.
Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and teacher Education, 79, 101-110.
Tangen, D., Henderson, D., Alford, J., Hepple, E., Alwi, A., Abu Hassan Shaari, Z., & Alwi, A. (2017). Shaping global teacher identity in a short-term mobility programme. Asia-Pacific Journal of Teacher Education, 45(1), 23-38.
Teng, F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers' practicum experiences. Australian Journal of Teacher Education, 42(11), 117-134.
Triayomi, R. (2019). The effect of interactive demonstration method on heat energy learning. Journal of Physics: Conference Series, 1282(1).
Upa, Y., & Mbato, C. L. (2020). English Teacher Identity Construction: Indonesian Teachers’ Motivation and Strategies in Teaching English for Special Needs Students. PROJECT (Professional Journal of English Education), 3(2), 311.
Willis, R. L., Lynch, D., Fradale, P., & Yeigh, T. (2019). Influences on Purposeful Implementation of ICT into the Classroom: An Exploratory Study of K-12 Teachers. Education and Information Technologies, 24, 63-77.
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), 020113.
Ye, J., & Zhao, D. (2019). Developing Different Identity Trajectories: Lessons from the Chinese Teachers. Teachers and Teaching, 25(1), 34-53.
Zuler, A. D. M., & Darvina, Y. (2021). Meta-Analysis of the Effect of the Use Of Jigsaw Type Cooperative Model on Student Learning Outcomes in Learning Natural Science in Junior High School and Physics in Senior High School. Pillar of Physics Education, 14(2), 146-152.
Andreasen, J. K., Bjørndal, C. R., & Kovač, V. B. (2019). Being a Teacher and Teacher Educator: The Antecedents of Teacher Educator Identity Among Mentor Teachers. Teaching and Teacher Education, 85, 281-291.
Archer, L., Moote, J., & MacLeod, E. (2020). Learning that Physics is ‘Not for Me’: Pedagogic Work and the Cultivation of Habitus Among Advanced Level Physics Students. Journal of the Learning Sciences, 29(3), 347-384.
Ariani, T., & Yolanda, Y. (2019). Effectiveness of Physics Teaching Material Based on Contextual Static Fluid Material. Kasuari: Physics Education Journal (KPEJ), 2(2), 70-81.
Asrizal, Desnita, & Darvina, Y. (2020) Need Analysis to Develop Electronic Enrichment Book of Physics Based on Contextual Teaching and Environmental Potential. In Journal of Physics: Conference Series (Vol.181, No. 1, p. 012123). IOP Publishing.
Avraamidou, L. (2014). Tracing a Beginning Elementary Teacher’s Development of Identity for Science Teaching. Journal of Teacher Education, 65(3), 223-240.
Badia, A., & Iglesias, S. (2019). The Science Teacher Identity and the Use of Technology in The Classroom. Journal of Science Education and Technology, 28, 532-541.
Beijaard, D., & Meijer, P. C. (2017). Teacher identity development: On the role of the personal and professional in becoming a teacher. Handbook of Research on Teacher Education. London, Washington DC: Sage Publishing.
Berger, J. L., & Lê Van, K. (2019). Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs. Educational Studies, 45(2), 163-181.
Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and teaching, 21(6), 700-719.
Burke, P. F., Schuck, S., Aubusson, P., Kearney, M., & Frischknecht, B. (2018). Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption. Technology, Pedagogy and Education, 27(2), 149-163.
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.
Chetty, N. D. S., Handayani, L., Sahabudin, N. A., Ali, Z., Hamzah, N., Rahman, N. S. A., & Kasim, S. (2019). Learning Styles and Teaching Styles Determine Students' Academic Performances. International Journal of Evaluation and Research in Education, 8(4), 610-615.
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.
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), 010109.
Cuevas, J. (2015). Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education, 13(3), 308-333.
Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums. The Asia-Pacific Education Researcher, 27, 441-453.
Desnita, D., Putra, A., Hamida, S., Marsa, P. B., & Novisya, D. (2021). Quality Test of Student Worksheets Based on Contextual Teaching And Learning for Class XI High School Physics. Jurnal Penelitian Pendidikan IPA, 7(1), 92-101.
Dewi, P. Y., & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning, 1(1), 19-26.
Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements of a quality pre-service teacher mentor: A literature review. Teaching and Teacher Education, 92, 103072.
Erdem, C. (2020, October). Exploring the relationships between possible selves and early teacher identity of Turkish pre-service teachers. In FIRE: Forum for International Research in Education (Vol. 6, No. 3, pp. 94-115).
Farmonov, U. (2020). Teaching of physics for students of natural direction with innovation technologies. Journal of Physics and technology education, (1).
Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of research in education, 25(1), 99-125.
Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449.
Goktepe, F. T., & Kunt, N. (2021). “I’ll do it in my own class”: novice language teacher identity construction in Turkey. Asia Pacific Journal of Education, 41(3), 472-487.
Haghighat, M. D., & Knifsend, C. A. (2019). The longitudinal influence of 10th grade extracurricular activity involvement: Implications for 12th grade academic practices and future educational attainment. Journal of youth and adolescence, 48, 609-619.
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15-27.
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2020). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale. Studies in Educational Evaluation, 64, 100822.
Hendawati, Y., Pratomo, S., Suhaedah, S., Lestari, N. A., Ridwan, T., & Majid, N. W. A. (2019, October). Contextual teaching and learning of physics at elementary school. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012130). IOP Publishing.
Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2021). What to teach? Strategies for developing digital competency in preservice teacher training. Computers & Education, 165, 104149.
Ilfiandra, I., Setiadi, R., & Sumarto, S. (2019, July). The Comparison of professional identity of prospective teachers between UPI Indonesia and UPSI Malaysia. In 2nd International Conference on Educational Sciences (ICES 2018) (pp. 83-89). Atlantis Press.
Jemini-Gashi, L., Duraku, Z. H., & Kelmendi, K. (2021). Associations between social support, career self-efficacy, and career indecision among youth. Current Psychology, 40, 4691-4697.
Juniwati, Yusrizal, & Khaldun, I. (2020, February). Influence of the contextual teaching and learning model against student learning outcome. In Journal of Physics: Conference Series (Vol. 1460, No. 1, p. 012128). IOP Publishing.
Kade, A., Degeng, I., & Ali, M. (2019). Effect of jigsaw strategy and learning style to conceptual understanding on senior high school students. International Journal of Emerging Technologies in Learning (iJET), 14(19), 4-15.
Kaplan, A. and Garner, J. K. (2018) Teacher Identity and Motivation: The Dynamic Systems Model of Role Identity, Springer International Publishing AG.
Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International journal of STEM education, 5, 1-20.
Kestin, G., Miller, K., McCarty, L. S., Callaghan, K., & Deslauriers, L. (2020). Comparing the effectiveness of online versus live lecture demonstrations. Physical Review Physics Education Research, 16(1), 013101.
Leeferink, H., Koopman, M., Beijaard, D., & Schellings, G. L. (2019). Overarching professional identity themes in student teacher workplace learning. Teachers and Teaching, 25(1), 69-89.
Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and strategies in constructing professional identity: The first-year teaching experiences of Indonesian EFL novice teachers. Journal of English Education and Teaching, 4(1), 1-19.
Maddamsetti, J. (2020). Where all the good teachers are cape verdean Americans: A white teacher’s identity positionings in an urban elementary school. The Urban Review, 52(1), 100-126.
Mahendra, A. W. (2020). Constructing Identity: Experiences of Indonesian ESP Teachers in a Language Institute. English Language Teaching Educational Journal, 3(3), 229-240.
Mansour, N. (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices. International journal of science education, 35(7), 1230-1275.
Moreau, M. P., & Brownhill, S. (2017). Teachers and educational policies: Negotiating discourses of male role modelling. Teaching and Teacher Education, 67, 370-377.
El Nagdi, M., Leammukda, F., & Roehrig, G. (2018). Developing identities of STEM teachers at emerging STEM schools. International journal of STEM education, 5, 1-13.
Nguyen, H. T. M., & Yang, H. (2018). Learning to become a teacher in Australia: A study of pre-service teachers’ identity development. The Australian Educational Researcher, 45, 625-645.
Nguyen, M. H. (2017). Negotiating contradictions in developing teacher identity during the EAL practicum in Australia. Asia-Pacific Journal of Teacher Education, 45(4), 399-415.
Palmgren, E., & Rasa, T. (2022). Modelling Roles of Mathematics in Physics: Perspectives for Physics Education. Science & Education, 1-18.
Purwaningsih, E., Suryadi, A., & Munfaridah, N. (2020). " I Am a Rhetoric Physics Student-Teacher": Identity Construction of an Indonesian Physics Student-Teacher. Eurasia Journal of Mathematics, Science and Technology Education, 16(12).
Rafindadi, S. M. (2016). The Impact of Infrastructure on the Quality of Primary Education in Katsina Zone Katsina State, Nigeria. International Journal of Research Development, 10(1), 2141-1409.
Ralph, A. M., & MacPhail, A. (2015). Pre-service teachers’ entry onto a physical education teacher education programme, and associated interests and dispositions. European Physical Education Review, 21(1), 51-65.
Riswanto, Suseno, N., Partono, Harjati, P., & Dedy, H. A. (2019). School Laboratory Management Information System. Journal of Physics: Conference Series, 1361(1).
Santos, D., & Miguel, L. (2019). The Relationship between Teachers' Beliefs, Teachers' Behaviors, and Teachers' Professional Development: A Literature Review. International Journal of Education and Practice, 7(1), 10-18.
Siswanto, E., & Hidayati, D. (2020). Management indicators of good infrastructure facilities to improve school quality. International Journal of Educational Management and Innovation, 1(1), 69-81.
Suleiman, Y., Hanafi, Z., & Muhajir, T. (2019). Influence of Extracurricular Services on Students’ Academic Achievement in Secondary Schools in Kwara State: A Qualitative Approach. Indonesian Journal on Learning and Advanced Education (IJOLAE), 1(2), 1-19.
Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and teacher Education, 79, 101-110.
Tangen, D., Henderson, D., Alford, J., Hepple, E., Alwi, A., Abu Hassan Shaari, Z., & Alwi, A. (2017). Shaping global teacher identity in a short-term mobility programme. Asia-Pacific Journal of Teacher Education, 45(1), 23-38.
Teng, F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers' practicum experiences. Australian Journal of Teacher Education, 42(11), 117-134.
Triayomi, R. (2019). The effect of interactive demonstration method on heat energy learning. Journal of Physics: Conference Series, 1282(1).
Upa, Y., & Mbato, C. L. (2020). English Teacher Identity Construction: Indonesian Teachers’ Motivation and Strategies in Teaching English for Special Needs Students. PROJECT (Professional Journal of English Education), 3(2), 311.
Willis, R. L., Lynch, D., Fradale, P., & Yeigh, T. (2019). Influences on Purposeful Implementation of ICT into the Classroom: An Exploratory Study of K-12 Teachers. Education and Information Technologies, 24, 63-77.
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), 020113.
Ye, J., & Zhao, D. (2019). Developing Different Identity Trajectories: Lessons from the Chinese Teachers. Teachers and Teaching, 25(1), 34-53.
Zuler, A. D. M., & Darvina, Y. (2021). Meta-Analysis of the Effect of the Use Of Jigsaw Type Cooperative Model on Student Learning Outcomes in Learning Natural Science in Junior High School and Physics in Senior High School. Pillar of Physics Education, 14(2), 146-152.
Authors
Puspitaningtyas, E., Purwaningsih, E., & Handayanto, S. K. (2023). Exploration of physics teacher identity through life experience: A case study of science teacher with excellent achievement. Momentum: Physics Education Journal, 7(2), 319–330. https://doi.org/10.21067/mpej.v7i2.8473
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