Exploring science teacher identity development of induction phase elementary teachers
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This qualitative study examined the science teacher identity of inductionphase elementary teachers who were enrolled in an online M.Ed. course in the Spring of 2022 for sixteen weeks--the data collection comprised discussion, reflection, and interviews. Data analysis employed Single Case Embedded Design, Pattern Matching, Logic Model (Yin, 2018), and Thematic Analysis (Braun & Clarke, 2006) to analyze all the data collected across the semester (including the interview) for eight students. Across-case analysis was conducted, and three major cross-case themes emerged: science teaching as collaborative and inclusive, science learning as relatable, and science teaching should spark critical thinking. Findings suggest that teachers' perceptions of quality science teaching and how these perceptions influence their instructional practices. The findings have implications for elementary induction phase teachers, teacher education, and professional development.
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PhD