Developing as a College Science Teacher: Using Identity to Examine Transformation

Abstract

Guided by identity theory, this study investigated how a college biology professor's early career experiences contributed to the transformation of his identity as a college science teacher. This study showcases the four components of identity as described by Gee as a lens and it specifically focuses on the emergent role of institutional identity and its associated conflicts with incompatible belief systems. This qualitative study illustrated the utility of Gee's theory to study how various components of identity can be useful to examine the transformation of a college faculty member. The participant's position as a non-tenured faculty member created dissonance between his developing beliefs concerning quality science instruction and those imposed on him by his department. [ABSTRACT FROM AUTHOR]