Identity, Agency, and the Internal Conversations of Science and Math Teachers Implementing Instructional Reforms in High-Need Urban Schools

Autor/in	Olitsky, Stacy
Titel	Identity, Agency, and the Internal Conversations of Science and Math Teachers Implementing Instructional Reforms in High-Need Urban Schools
Quelle	In: Cultural Studies of Science Education, 16 (2021) 1, S.19-45 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olitsky, Stacy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-019-09965-4
Schlagwörter	Science Teachers; Mathematics Teachers; Program Implementation; Disadvantaged Schools; Urban Schools; Professional Identity; Group Unity; Group Membership; Educational Change; Inquiry; Cooperative Learning; Inner Speech (Subvocal); Motivation; Planning; Beginning Teachers; Educational Practices + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gruppenidentität; Gruppenzugehörigkeit; Bildungsreform; Kooperatives Lernen; Inneres Sprechen; psychologische; Motivation (psychologisch); Ablaufplanung; Planungsprozess; Junior teacher; Junglehrer; Bildungspraxis
Abstract	This qualitative study investigates the processes by which science and math teachers in high-need, urban schools develop a sense of professional identity, agency, and group membership in the context of instructional reform. Focusing on the experiences of two teachers, the paper explores both obstacles and affordances that teachers encounter when attempting to alter their instruction as part of school-wide initiatives to increase use of inquiry and cooperative learning. Findings included the potential for self-talk to contribute to an internal solidarity that can foster the maintenance of positive teacher identities in spite of challenges that emerge when implementing new lessons. However, teacher self-talk was partly shaped by the schools' procedures related to reform implementation. The results suggest that school approaches that promote teacher autonomy accompanied by support may help to center self-talk on motivational planning, which can increase confidence, sense of belonging, and reform-minded identities. In contrast, scripted and regimented approaches to reform may detach teachers from their sense of agency in the classroom, contributing to self-blame and disidentification with the instructional practices. Overall, the results of this study support the ways in which self-talk can be a mediating factor between structure, agency, and identity for early career teachers developing their practices, enabling them to make sense of their conditions and construct possibilities for action within them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01