Beliefs and professional identity: Critical constructs in examining the impact of reform on the emotional experiences of teachers

Abstract

In this chapter we examine the effects of both nationwide and local efforts to improve the state of our educational system in the areas of mathematics and science. Although these mandates are designed at the federal level, the grueling task of implementation is often bestowed on the local school districts and, ultimately, on teachers who are most closely connected to learning. Reform in these domains often involves teachers transitioning from a traditional, didactic teaching approach to one that is student-centered and inquiry-based. Changing teaching practice is an emotionally laborious and challenging process, as it often involves modifying teachers' existing beliefs about the domain, teaching and learning, and also reshaping their professional identity as a teacher. We will discuss the influence of teachers' domain-specific beliefs and professional identity on their emotional experiences as teachers attempt to incorporate reform-oriented practices in their mathematics and science classrooms. Our discussion will also include findings from empirical studies related to these issues with descriptions of teachers' experiences from emic perspectives. © 2009 Springer-Verlag US.