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Conference Paper: STEM Teacher Identity Development in Professional Development Settings: A Secondary Physics Teacher's Perspective
| Title | STEM Teacher Identity Development in Professional Development Settings: A Secondary Physics Teacher's Perspective |
|---|---|
| Authors | |
| Issue Date | 2021 |
| Citation | The 2021 American Educational Research Association (AERA) Annual Meeting: Accepting Educational Responsibility, Virtual Meeting, 8-12 April 2021 How to Cite? |
| Abstract | This case study examines a secondary school physics teacher’s identity development in her attempts to implement integrated science, technology, engineering and mathematics (STEM) teaching practices in a setting of professional development (PD) activities. Multiple qualitative data sources were collected within one year in an ethnographic approach, these include semi-structured interviews, observation field notes of teacher meetings and classroom teaching, and documents of STEM lesson plan and teacher written reflections. Analyzing from teacher cognitive and affective dimensions, findings reported the emerging of the teacher’s STEM teacher identity through participation in PD. And adjustments of teaching practices reflected teacher struggling in identity enactments influenced by time, student performances, and previous experiences. The paper is concluded with implications for PD schemes. |
| Description | Division K - Section 3 Paper and Symposium Sessions: Interrogating, Emerging, and Developing: Teacher Identities in Flux |
| Persistent Identifier | http://hdl.handle.net/10722/308418 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | ZHENG, S | - |
| dc.contributor.author | Wong, KWG | - |
| dc.date.accessioned | 2021-12-01T07:53:05Z | - |
| dc.date.available | 2021-12-01T07:53:05Z | - |
| dc.date.issued | 2021 | - |
| dc.identifier.citation | The 2021 American Educational Research Association (AERA) Annual Meeting: Accepting Educational Responsibility, Virtual Meeting, 8-12 April 2021 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/308418 | - |
| dc.description | Division K - Section 3 Paper and Symposium Sessions: Interrogating, Emerging, and Developing: Teacher Identities in Flux | - |
| dc.description.abstract | This case study examines a secondary school physics teacher’s identity development in her attempts to implement integrated science, technology, engineering and mathematics (STEM) teaching practices in a setting of professional development (PD) activities. Multiple qualitative data sources were collected within one year in an ethnographic approach, these include semi-structured interviews, observation field notes of teacher meetings and classroom teaching, and documents of STEM lesson plan and teacher written reflections. Analyzing from teacher cognitive and affective dimensions, findings reported the emerging of the teacher’s STEM teacher identity through participation in PD. And adjustments of teaching practices reflected teacher struggling in identity enactments influenced by time, student performances, and previous experiences. The paper is concluded with implications for PD schemes. | - |
| dc.language | eng | - |
| dc.relation.ispartof | AERA (American Educational Research Association) Virtual Annual Meeting, 2021 | - |
| dc.title | STEM Teacher Identity Development in Professional Development Settings: A Secondary Physics Teacher's Perspective | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Wong, KWG: wongkwg@hku.hk | - |
| dc.identifier.authority | Wong, KWG=rp02193 | - |
| dc.identifier.hkuros | 330589 | - |