ERIC Number: EJ916738
Record Type: Journal
Publication Date: 2011-Mar
Abstractor: As Provided
Reference Count: 19
Is It Dichotomy or Tension: I Am a Scientist. No, Wait! I Am a Teacher!
Aydeniz, Mehmet; Hodge, Lynn Liao
Cultural Studies of Science Education, v6 n1 p165-179 Mar 2011
This study explores through a naturalistic inquiry the tensions between a science professor's two enacted identities. More specifically, this study looks at how a biology professor's identity-in-practice shifts and evolves over time through collaborations with a science education professor. These shifts were marked by an emphasis on teaching, rather than solely a focus on science. Data were collected through formal interviews and notes taken during planning sessions that took place between the biology professor and the science educator. Findings reveal that although the biology professor is able to reconcile both his science and teacher identity, structural elements of his workplace do not encourage him to enact his teacher identity. Recommendations for college science teaching are discussed.
Descriptors: College Science, College Faculty, Biology, Teacher Attitudes, Role Conflict, Scientists, Self Concept, Professional Personnel, Identification (Psychology), Research, Instruction, Faculty College Relationship
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A