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ERIC Number: EJ1051073
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0950-0693
Multiple Perspectives on Elementary Teachers' Science Identities: A Case Study
Madden, Lauren; Wiebe, Eric
International Journal of Science Education, v37 n3 p391-410 2015
This narrative case study examined the relationship between teacher identity and elementary science teaching. Teacher identity was described using a modification of Gee's framework incorporating three perspectives: the teachers' self-described identity, the researchers' view of teacher identity, and the students' views of teacher identity. Over the course of one school year, we studied one class of second-grade students receiving science instruction from three different teachers. We found that each teacher had unique identity characteristics. Further, the three perspectives of teacher identity were sometimes in conflict with one another within individual teachers, emphasizing the importance of incorporating multiple perspectives in order to give a complete description of teacher identity. This study has meaningful implications for understanding the ways in which students' perspectives can enrich our understanding of teacher identity.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A