How Women Physics Teacher Candidates Utilize Their Double Outsider Identities to Productively Learn Physics

Autor/inn/en	Larsson, Johanna; Danielsson, Anna T.
Titel	How Women Physics Teacher Candidates Utilize Their Double Outsider Identities to Productively Learn Physics
Quelle	In: Physical Review Physics Education Research, 19 (2023) 1, Artikel 010140 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larsson, Johanna) ORCID (Danielsson, Anna T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Physics; Females; Science Education; Gender Differences; Disproportionate Representation; Preservice Teachers; Science Teachers; Teacher Education Programs; Self Concept; Masculinity; Intelligence; Femininity; Student Attitudes; Case Studies; Stereotypes; Secondary School Teachers; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Physik; Weibliches Geschlecht; Naturwissenschaftliche Bildung; Geschlechterkonflikt; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Selbstkonzept; Männlichkeit; Intelligenz; Klugheit; Femaleness; Weiblichkeit; Schülerverhalten; Case study; Fallstudie; Case Study; Klischee; Ausland; Schweden
Abstract	Underrepresentation of women in physics is a prominent issue in the western countries. Since physics teachers are in a unique position to affect new generations of students, it has been suggested that they are an important part of the solution. In this paper, we explore how trainee physics teachers create spaces for themselves as learners of physics while negotiating their positioning as women and trainee teachers. The empirical data consist of interviews with 17 trainee physics students, and the analysis focuses predominantly on the identity negotiations of three woman students. We find that the women simultaneously submit to and master a "physics nerd" discourse that connects physics with nerdiness, masculinity, and intelligence, which enables them to successfully create subject positions incorporating physics student, teacher-student, femininity, and constructive study practice. This is of particular importance to trainee physics teachers, who will be responsible for creating inclusive and productive physics learning environments for their students. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01