Teacher identity in science education – Results of an empirical study on first- and third-person narratives
Veith JM, Bitzenbauer P (2022)
Publication Language: English
Publication Type: Journal article, Original article
Publication year: 2022
Journal
Book Volume: 2297
Pages Range: 012035
URI: https://iopscience.iop.org/article/10.1088/1742-6596/2297/1/012035
DOI: 10.1088/1742-6596/2297/1/012035
Open Access Link: https://iopscience.iop.org/article/10.1088/1742-6596/2297/1/012035
Abstract
We discuss the term teacher identity and its significance for teacher education and teachers' professional development. From the literature, we derive a definition of the term that associates teacher identity with first- and third-person narratives. In this way, the construct teacher identity becomes operationalizable in empirical studies: Therefore, we conducted a first exploratory study with N = 89 science and non-science teachers at five German secondary schools. This study's results indicate that the approach of identifying the construct teacher identity with first- and third-person narratives could be fruitful for future empirical research in this field.
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Germany (DE)How to cite
APA:
Veith, J.M., & Bitzenbauer, P. (2022). Teacher identity in science education – Results of an empirical study on first- and third-person narratives. Journal of Physics: Conference Series, 2297, 012035. https://doi.org/10.1088/1742-6596/2297/1/012035
MLA:
Veith, Joaquin M., and Philipp Bitzenbauer. "Teacher identity in science education – Results of an empirical study on first- and third-person narratives." Journal of Physics: Conference Series 2297 (2022): 012035.
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