The hierarchical (not fluid) nature of preservice secondary science teachers' perceptions of their science teacher identity

Chung-Parsons, Raquel; Bailey, Janelle M.

doi:10.1016/j.tate.2018.11.007

Cited by 26 publications

(33 citation statements)

References 56 publications

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“…These responses are in line with the view that student teachers develop science identities through performance, recognition, and their experiences, all influenced by their sociocultural environments (Chung-Parsons & Bailey, 2019). The student teachers do not seem to identify with the English language (D), although they have had to acquire the discourse to master science and its specialised language (d).…”

Section: Impact Of English As Lolt On Science Teacher Knowledge and Identitiessupporting

confidence: 70%

“…Teacher identity is shaped by teachers' histories, beliefs, values, attitudes and practices that influence learners' identity development with regard to their values, goals and worldviews (Chung-Parsons & Bailey, 2019). Teacher identity formation is a complex and continuous process shaped by personal experiences and contextual factors, such as the language used in teaching and learning (Leibowitz, Adendorff, Daniels, Loots, Nakasa, Ngxabazi, Van der Merwe & De Venter, 2005;Rus, Tomsa, Rebega & Apostol, 2013).…”

Section: Language and Teacher Identitymentioning

confidence: 99%

“…Some researchers claim that student teachers begin to acquire the knowledge to teach before entering teacher training programmes (Chung-Parsons & Bailey, 2019). For example, student teachers' science identities are shaped when they are learners (as they are exposed to their own science teachers' histories and beliefs) and their own historical and contextual experiences (Chung-Parson & Bailey, 2019;Hewitt-Bradshaw, 2012).…”

Section: Language and Teacher Identitymentioning

confidence: 99%

“…Chung-Parsons and Bailey (2019) refer to teacher identity as comprising both professional and subject matter identities. Teacher 'professional identity' evolves over time and is shaped by how, and to what extent, teachers identify with the teaching profession (Tateo, 2012) while 'subject matter identity' incorporates pedagogical knowledge, signifying how and to what extent teachers identify with the subject(s) they teach (Chung-Parsons & Bailey, 2019). Subject matter identity is perceived as the most important teacher identity element influenced by teacher performance, competence and recognition by learners and other teachers in the discipline (Chung-Parsons & Bailey, 2019).…”

Section: Language and Teacher Identitymentioning

confidence: 99%

“…While all student teachers develop teacher identity in their training, science teacher identity specifically develops when student teachers begin to identify with scientists and the scientific community, including the language of science (Chung-Parsons & Bailey, 2019). They must demonstrate knowledge of the critical modes such as graphs, formulae, and terminology used to enhance learners' understanding of science (Airey & Linder, 2009;Hewitt-Bradshaw, 2012).…”

Section: Language and Teacher Identitymentioning

confidence: 99%

See 4 more Smart Citations

Insights into student teachers’ identities and perspectives on the role of language in science education

Nomlomo¹

2021

Knowledge Beyond Colour Lines: Towards Repurposing Knowledge Generation in South African Higher Education

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Section: Impact Of English As Lolt On Science Teacher Knowledge and Identitiessupporting

confidence: 70%

Section: Language and Teacher Identitymentioning

confidence: 99%

Section: Language and Teacher Identitymentioning

confidence: 99%

Section: Language and Teacher Identitymentioning

confidence: 99%

Section: Language and Teacher Identitymentioning

confidence: 99%

See 3 more Smart Citations

Insights into student teachers’ identities and perspectives on the role of language in science education

Nomlomo¹

2021

Knowledge Beyond Colour Lines: Towards Repurposing Knowledge Generation in South African Higher Education

View full text Add to dashboard Cite

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color

et al. 2022

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We explored how new Teachers of Color grappled with equity and excellence as they were constructing science teacher identities while learning to teach in a teacher education program committed to equity, justice, and excellence, and eventually teaching in urban schools where inequities and injustices persist. The theoretical framing, compiled from various bodies of literature, weaved together what we consider as essential parts of teacher identity construction and provided a lens with which to examine how conceptions of equity and excellence that the study participants were constructing meshed with their multiple identities, considerations on legitimate knowledge production, and dialectical relationships with which they grappled. Using transcendental phenomenology, we learned from and with three Black and Latinx teachers and their narratives. The teachers intertwined similarly and differently their evolving conceptions of equity and excellence into their evolving science teacher identities as they engaged in forms of contentious local practice and reflected on their experiences as science Teachers of Color teaching predominately Students of Color. Their multiple identities were meshed with histories of larger institutions—science, schooling, and society—and together these were shaping their conceptions of equity and excellence. The intermingling of equity and excellence, which was guiding the curricular and instructional decisions they were making in their classrooms, was also linked to what they considered as legitimate knowledge production in science classes and what counted as knowledge that their students needed to know at different times. The various dilemmas defined by opposing poles with which they were grappling also functioned as scales on which their coordinated equity‐excellence unit of meaning was forming. Based on the study, we offer insights into practices that science teacher educators may consider as they prepare new teachers, and work with practicing teachers, to embrace and coordinate equity and excellence in their ever‐developing science teacher identities.

show abstract

The hierarchical (not fluid) nature of preservice secondary science teachers' perceptions of their science teacher identity

Cited by 26 publications

References 56 publications

Insights into student teachers’ identities and perspectives on the role of language in science education

Insights into student teachers’ identities and perspectives on the role of language in science education

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color

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