How a Beginning Science Teacher Deals with Practical Work: An Explorative Study through the Lens of Identity

Autor/inn/en	Wei, Bing; Avraamidou, Lucy; Chen, Nan
Titel	How a Beginning Science Teacher Deals with Practical Work: An Explorative Study through the Lens of Identity
Quelle	In: Research in Science Education, 51 (2021), S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wei, Bing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-9826-z
Schlagwörter	Beginning Teachers; Science Teachers; Professional Identity; Physics; Teacher Characteristics; Teacher Empowerment + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Physik
Abstract	Through the lens of teacher professional identity, in this case study, we examine how a beginning science teacher deals with practical work in a physics classroom. We explore how various interactions occurred between personal, interpersonal, and situational dimensions of his identity as a beginning physics teacher when dealing with practical work. Various kinds of data were collected over a period of 10 months: 3 semi-structured interviews, 26 classroom observations, 32 brief interviews, as well as various artifacts and lesson plans. The analysis was done through a constant comparative method, and it was grounded within the three-dimensional framework of professional identity: personal, social, and situational. Four main themes emerged through the analysis of the data that represent the main features of the participant's identity enactment as a beginning physics dealing with practical work: (a) personal characteristics, (b) sense of agency, (c) contextual constraints, and (d) ongoing interpretation of experiences with practical work. These findings are presented through a narration of the participant's identity with regard to practical work alongside authentic extracts and quotes from the data. Drawn upon these findings, we offer a set of recommendations for future research. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01