Exploration of science teacher identity construction through various lived experiences
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.
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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
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 Muslim”: 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-Teacher”: 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 swims”: 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
Authors
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
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