Intersections of Life Histories and Science Identities: The Stories of Three Preservice Elementary Teachers

Autor/in	Avraamidou, Lucy
Titel	Intersections of Life Histories and Science Identities: The Stories of Three Preservice Elementary Teachers
Quelle	In: International Journal of Science Education, 38 (2016) 5, S.861-884 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1169564
Schlagwörter	Professional Identity; Elementary School Teachers; Preservice Teachers; Science Teachers; Self Concept; Experience; Autobiographies; Interviews; Student Journals; Lesson Plans; Observation; Foreign Countries; Inquiry; Europe + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Selbstkonzept; Erfahrung; Autobiography; Autobiografie; Autobiographie; Interviewing; Interviewtechnik; Studentenzeitung; Lesson planning; Unterrichtsplanung; Beobachtung; Ausland; Europa
Abstract	Grounded within Connelly and Clandinin's conceptualization of teachers' professional identity in terms of "stories to live by" and through a life-history lens, this multiple case study aimed to respond to the following questions: (a) How do three preservice elementary teachers view themselves as future science teachers? (b) How have the participants' life histories shaped their science identity trajectories? In order to characterize the participants' formation of science identities over time, various data regarding their life histories in relation to science were collected: science biographies, self-portraits, interviews, reflective journals, lesson plans, and classroom observations. The analysis of the data illustrated how the three participants' identities have been in formation from the early years of their lives and how various events, experiences, and interactions had shaped their identities through time and across contexts. These findings are discussed alongside implications for theory, specifically, identity and life-history intersections, for teacher preparation, and for research related to explorations of beginning elementary teachers' identity trajectories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01