Stories we live, identities we build: how are elementary teachers’ science identities shaped by their lived experiences? View Full Text


Ontology type: schema:ScholarlyArticle      Open Access: True


Article Info

DATE

2019-03

AUTHORS

Lucy Avraamidou

ABSTRACT

The aim of this multiple case study was to uncover a series of critical events and experiences related to the formation of the science identities of four beginning elementary female teachers, through a life-history approach and a conceptualization of teacher identity as lived experience. Grounded within the theoretical framework of Figured Worlds, the study used qualitative, interpretive methods for data collection (interviews, biographies, teaching philosophies) and analysis. The analysis shed light on the ways in which various experiences situated within different Figured Worlds (science, family and childhood, schooling, out-of-school, university, professional) impacted the participants’ identity trajectories. The findings provided three main insights that contribute to science identity research and have implications for elementary teacher preparation: (a) science teacher identity is multidimensional and extends beyond cognitive domains of becoming to include affective dimensions; (b) science teacher identity is relational, linked and shaped by various other constructs or sub-identities; (c) place and time, defined as a space with meaning created by experiences, and science teacher identity are inextricably bound to one another. More... »

PAGES

33-59

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s11422-017-9855-8

DOI

http://dx.doi.org/10.1007/s11422-017-9855-8

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1101122834


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