Tracing a Beginning Elementary Teacher’s Development of Identity for Science Teaching

Abstract

The purpose of this case study was to examine a beginning elementary teacher’s development of identity for science teaching from her first year at university, her field experience, and through her first year of teaching. Several kinds of data were collected over a period of 5 years through different sources: interviews, journal entries, drawing assignments, biographical assignments, lesson plans, and classroom observations. Grounded within a combined theoretical framework of identity and narrative, these data were analyzed by means of open coding techniques. The findings of the data analysis are presented under the following four main themes—(a) discourse identity: embracing and enacting scientific inquiry; (b) affinity identity: the impact of relationships and science learning experiences; (c) nature identity: women in science; and (d) institution identity: the role of the context. The findings are summarized in three main assertions, which are discussed alongside a set of implications for research and teacher preparation.