Research Article
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Year 2023, Volume: 10 Issue: 3, 505 - 519, 30.12.2023
https://doi.org/10.30900/kafkasegt.1377223

Abstract

Project Number

BAP-19481

References

  • Avraamidou, L. (2014). Tracing a beginning elementary teacher’s development of identity for science teaching. Journal of Teacher Education, 65(3), 223-240. doi:10.1177/0022487113519476
  • Avraamidou, L. (2022). Identities in/out of physics and the politics of recognition. Journal of Research in Science Teaching, 59(1), 58-94. doi:10.1002/tea.21721.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191–215. doi:10.1037/0033-295X.84.2.191
  • Bates, S. P., Galloway, R. K., Loptson, C., & Slaughter, K. A. (2011). How attitudes and beliefs about physics change from high school to faculty. Physical Review Special Topics-Physics Education Research, 7(2), 020114. doi:10.1103/PhysRevSTPER.7.020114
  • 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. doi:10.1080/03057640902902252.
  • Beauchamp, C., & Thomas, L. (2011). New teachers’ identity shifts at the boundary of teacher education and initial practice. International Journal of Educational Research, 50(1), 6-13. doi:10.1016/j.ijer.2011.04.003
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. doi:10.1016/j.tate.2003.07.001
  • Berland, L. K., Schwarz, C. V., Krist, C., Kenyon, L., Lo, A. S., & Reiser, B. J. (2016). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching, 53(7), 1082-1112. doi:10.1002/tea.21257
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa
  • Boyd, P., & Harris, K. (2010). Becoming a university lecturer in teacher education: Expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36(1-2), 9-24. doi:10.1080/19415250903454767
  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. doi:10.1002/tea.20237
  • Clandinin, D. J., Connelly, F. M., & Bradley, J. G. (1999). Shaping a professional identity: Stories of educational practice. McGill Journal of Education, 34(2), 189.
  • Cohen, J. L. (2010). Getting recognised: Teachers negotiating professional identities as learners through talk. Teaching and Teacher Education, 26(3), 473-481. doi:10.1016/j.tate.2009.06.005
  • Denzin NK, Lincoln YS (2011) Introduction: the discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (p. 1-20). Sage.
  • Etkina, E. (2010). Pedagogical content knowledge and preparation of high school physics teachers. Physical Review Special Topics-Physics Education Research, 6(2), 020110. doi:10.1103/PhysRevSTPER.6.020110
  • Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125. doi:10.3102/0091732X025001099
  • Helms, J. V. (1998). Science—and me: Subject matter and identity in secondary school science teachers. Journal of Research in Science Teaching, 35(7), 811-834.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Liang, J., Ell, F., & Meissel, K. (2023). Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators. Teaching and Teacher Education, 130, 104184. doi:10.1016/j.tate.2023.104184
  • Madden, L., & Wiebe, E. (2015). Multiple perspectives on elementary teachers’ science identities: A case study. International Journal of Science Education, 37(3), 391-410. doi:10.1080/09500693.2014.987715
  • Melasalmi, A., & Husu, J. (2018). A narrative examination of early childhood teachers’ shared identities in teamwork. Journal of Early Childhood Teacher Education, 39(2), 90-113. doi:10.1080/10901027.2017.1389786
  • Menon, D. (2020). Influence of the sources of science teaching self-efficacy in preservice elementary teachers’ identity development. Journal of Science Teacher Education, 31(4), 460-481. doi:10.1080/1046560X.2020.1718863
  • Merriam, S. B. (1998). Case Study Research in Education. San Francisco, CA: Jossey-Bass Publishers. National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press.
  • Next Generation Lead States (2013). Next Generation Science Standards. Washington DC: National Academies Press.
  • Nissen, J. M., Horses, I. H. M., Van Dusen, B., Jariwala, M., & Close, E. W. (2021). Tools for identifying courses that support development of expertlike physics attitudes. Physical Review Physics Education Research, 17(1), 013103. doi:10.1103/PhysRevPhysEducRes.17.013103
  • Renwick, K. (2023). Developing teacher identity through purposeful dialogue. Teaching and Teacher Education, 128, 104135. doi:10.1016/j.tate.2023.104135
  • Rodriguez, A. J., & Navarro-Camacho, M. (2023). Claiming Your Own Identity and Positionality: The First Steps toward Establishing Equity and Social Justice in Science Education. Education Sciences, 13(7), 652. doi:10.3390/educsci13070652
  • Rushton, E. A. (2021). Building teacher identity in environmental and sustainability education: The perspectives of preservice secondary school geography teachers. Sustainability, 13(9), 5321. doi:10.3390/su13095321
  • Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing.
  • Schutz, P. A., Nichols, S. L., & Schwenke, S. (2018). Critical events, emotional episodes, and teacher attributions in the development of teacher identities. In P.A. Schutz, J. Hong, & D.C. Francis (Eds.). Research on Teacher Identity: Mapping Challenges and Innovations (49-60). Springer.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Stets, J. E., & Burke, P. J. (2003). A sociological approach to self and identity. In M. Leary & J. Tangney (Eds). Handbook of Self and Identity, (23-50). Guilford Press.
  • Stets, J. E., & Serpe, R. T. (2013). Identity theory. In J. DeLamater & A. Ward (Eds.), Handbook of Social Psychology (pp. 31-60). Springer Netherlands.
  • Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465. doi:10.1016/j.tate.2009.06.006
  • Timoštšuk, I., & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26(8), 1563-1570. doi:10.1016/j.tate.2010.06.008
  • Trent, J. (2015). " Inclusive and different?” Discourse, conflict, and the identity construction experiences of preservice teachers of English language learners in Australia. Australian Journal of Teacher Education, 40(10), 7. doi:10.14221/ajte.2015v40n10.7
  • Varelas, M., Segura, D., Bernal‐Munera, M., & Mitchener, C. (2023). Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color. Journal of Research in Science Teaching, 60(1), 196-233. doi:10.1002/tea.21795
  • Wenger, E. (2015). Communities of practice: A brief introduction. Retrieved September, 14, 2023, from http://www.ewenger.com/theory/.
  • Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2-3. Yin, R. K. (2014). Case Study Research Design and Methods (5th ed.). SAGE.
  • Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22(7), 819-841. doi:10.1080/13540602.2016.1185819
  • Zeichner, K., & Gore, J. (1990). Teacher socialization. In R. Houston (Ed.), Handbook of Research on Teacher Education (pp.329-348). Macmillan.

Examination of High School Physics Teachers’ Professional Identity: A Case Study

Year 2023, Volume: 10 Issue: 3, 505 - 519, 30.12.2023
https://doi.org/10.30900/kafkasegt.1377223

Abstract

This study aimed to explore physics teachers’ professional identity through multiple-case methodology. The goal of physics teacher education is to enhance teachers’ professional development to address the suggestions of reform-based science education. Science teachers’ professional identity has been explored at different grade levels: science teachers defined themselves as content teachers, classroom managers, or isolated workers. In this study, physics teachers’ professional identity is analyzed and explained through Wenger’s (1998) theory of learning. The participants were three male high school physics teachers. Data were collected through interviews, reflections, lesson plans, and classroom observations and analyzed through thematic analysis. The results showed that participating teachers had different identity characteristics in that they were defined as question-oriented, project-oriented, or lecture-oriented teachers. The question-oriented teacher focused on questioning to elicit students’ ideas on different types of questions, the project-oriented teacher tended to encourage students to explore the real-life physics through projects, and the lecture-oriented teacher aimed to explain the content through following a smart notebook including all content explanations and sample questions. The analysis through Wenger’s theory showed that the relationship between teachers’ beliefs and practices was linked to physics teachers’ professional identity. The study has important implications to understand development and characteristics of teacher professional identity.

Ethical Statement

In this study, I declare that the rules stated in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" are complied with and that we do not take any of the actions based on "Actions Against Scientific Research and Publication Ethics". At the same time, I declare that all the responsibility belongs to the article authors in case of all ethical violations.

Supporting Institution

Boğaziçi Üniversitesi/Bogazici University

Project Number

BAP-19481

References

  • Avraamidou, L. (2014). Tracing a beginning elementary teacher’s development of identity for science teaching. Journal of Teacher Education, 65(3), 223-240. doi:10.1177/0022487113519476
  • Avraamidou, L. (2022). Identities in/out of physics and the politics of recognition. Journal of Research in Science Teaching, 59(1), 58-94. doi:10.1002/tea.21721.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191–215. doi:10.1037/0033-295X.84.2.191
  • Bates, S. P., Galloway, R. K., Loptson, C., & Slaughter, K. A. (2011). How attitudes and beliefs about physics change from high school to faculty. Physical Review Special Topics-Physics Education Research, 7(2), 020114. doi:10.1103/PhysRevSTPER.7.020114
  • 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. doi:10.1080/03057640902902252.
  • Beauchamp, C., & Thomas, L. (2011). New teachers’ identity shifts at the boundary of teacher education and initial practice. International Journal of Educational Research, 50(1), 6-13. doi:10.1016/j.ijer.2011.04.003
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. doi:10.1016/j.tate.2003.07.001
  • Berland, L. K., Schwarz, C. V., Krist, C., Kenyon, L., Lo, A. S., & Reiser, B. J. (2016). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching, 53(7), 1082-1112. doi:10.1002/tea.21257
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa
  • Boyd, P., & Harris, K. (2010). Becoming a university lecturer in teacher education: Expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36(1-2), 9-24. doi:10.1080/19415250903454767
  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. doi:10.1002/tea.20237
  • Clandinin, D. J., Connelly, F. M., & Bradley, J. G. (1999). Shaping a professional identity: Stories of educational practice. McGill Journal of Education, 34(2), 189.
  • Cohen, J. L. (2010). Getting recognised: Teachers negotiating professional identities as learners through talk. Teaching and Teacher Education, 26(3), 473-481. doi:10.1016/j.tate.2009.06.005
  • Denzin NK, Lincoln YS (2011) Introduction: the discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (p. 1-20). Sage.
  • Etkina, E. (2010). Pedagogical content knowledge and preparation of high school physics teachers. Physical Review Special Topics-Physics Education Research, 6(2), 020110. doi:10.1103/PhysRevSTPER.6.020110
  • Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125. doi:10.3102/0091732X025001099
  • Helms, J. V. (1998). Science—and me: Subject matter and identity in secondary school science teachers. Journal of Research in Science Teaching, 35(7), 811-834.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Liang, J., Ell, F., & Meissel, K. (2023). Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators. Teaching and Teacher Education, 130, 104184. doi:10.1016/j.tate.2023.104184
  • Madden, L., & Wiebe, E. (2015). Multiple perspectives on elementary teachers’ science identities: A case study. International Journal of Science Education, 37(3), 391-410. doi:10.1080/09500693.2014.987715
  • Melasalmi, A., & Husu, J. (2018). A narrative examination of early childhood teachers’ shared identities in teamwork. Journal of Early Childhood Teacher Education, 39(2), 90-113. doi:10.1080/10901027.2017.1389786
  • Menon, D. (2020). Influence of the sources of science teaching self-efficacy in preservice elementary teachers’ identity development. Journal of Science Teacher Education, 31(4), 460-481. doi:10.1080/1046560X.2020.1718863
  • Merriam, S. B. (1998). Case Study Research in Education. San Francisco, CA: Jossey-Bass Publishers. National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press.
  • Next Generation Lead States (2013). Next Generation Science Standards. Washington DC: National Academies Press.
  • Nissen, J. M., Horses, I. H. M., Van Dusen, B., Jariwala, M., & Close, E. W. (2021). Tools for identifying courses that support development of expertlike physics attitudes. Physical Review Physics Education Research, 17(1), 013103. doi:10.1103/PhysRevPhysEducRes.17.013103
  • Renwick, K. (2023). Developing teacher identity through purposeful dialogue. Teaching and Teacher Education, 128, 104135. doi:10.1016/j.tate.2023.104135
  • Rodriguez, A. J., & Navarro-Camacho, M. (2023). Claiming Your Own Identity and Positionality: The First Steps toward Establishing Equity and Social Justice in Science Education. Education Sciences, 13(7), 652. doi:10.3390/educsci13070652
  • Rushton, E. A. (2021). Building teacher identity in environmental and sustainability education: The perspectives of preservice secondary school geography teachers. Sustainability, 13(9), 5321. doi:10.3390/su13095321
  • Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing.
  • Schutz, P. A., Nichols, S. L., & Schwenke, S. (2018). Critical events, emotional episodes, and teacher attributions in the development of teacher identities. In P.A. Schutz, J. Hong, & D.C. Francis (Eds.). Research on Teacher Identity: Mapping Challenges and Innovations (49-60). Springer.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Stets, J. E., & Burke, P. J. (2003). A sociological approach to self and identity. In M. Leary & J. Tangney (Eds). Handbook of Self and Identity, (23-50). Guilford Press.
  • Stets, J. E., & Serpe, R. T. (2013). Identity theory. In J. DeLamater & A. Ward (Eds.), Handbook of Social Psychology (pp. 31-60). Springer Netherlands.
  • Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465. doi:10.1016/j.tate.2009.06.006
  • Timoštšuk, I., & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26(8), 1563-1570. doi:10.1016/j.tate.2010.06.008
  • Trent, J. (2015). " Inclusive and different?” Discourse, conflict, and the identity construction experiences of preservice teachers of English language learners in Australia. Australian Journal of Teacher Education, 40(10), 7. doi:10.14221/ajte.2015v40n10.7
  • Varelas, M., Segura, D., Bernal‐Munera, M., & Mitchener, C. (2023). Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color. Journal of Research in Science Teaching, 60(1), 196-233. doi:10.1002/tea.21795
  • Wenger, E. (2015). Communities of practice: A brief introduction. Retrieved September, 14, 2023, from http://www.ewenger.com/theory/.
  • Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2-3. Yin, R. K. (2014). Case Study Research Design and Methods (5th ed.). SAGE.
  • Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22(7), 819-841. doi:10.1080/13540602.2016.1185819
  • Zeichner, K., & Gore, J. (1990). Teacher socialization. In R. Houston (Ed.), Handbook of Research on Teacher Education (pp.329-348). Macmillan.
There are 40 citations in total.

Details

Primary Language English
Subjects Teacher Education and Professional Development of Educators, Physics Education
Journal Section Articles
Authors

Ozden Sengul 0000-0002-7127-7897

Project Number BAP-19481
Publication Date December 30, 2023
Submission Date October 17, 2023
Acceptance Date December 24, 2023
Published in Issue Year 2023 Volume: 10 Issue: 3

Cite

APA Sengul, O. (2023). Examination of High School Physics Teachers’ Professional Identity: A Case Study. E-Kafkas Journal of Educational Research, 10(3), 505-519. https://doi.org/10.30900/kafkasegt.1377223

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