Whereas science teachers often express initial enthusiasm about the student‐centered, reform‐oriented instructional strategies they encounter in professional development (PD), they rarely adopt them in practice. One possible obstacle is a mismatch between these strategies and teachers' beliefs about what is possible and desirable in their particular teaching contexts. In the current study, we investigated changes in teachers' beliefs about practices within a PD context, and consider beliefs about practice as one component within teachers' overall professional role identity. Using the Dynamic Systems Model of Role Identity (DSMRI) as our theoretical framework, we analyzed pre‐PD, mid‐PD, and post‐PD interviews, daily written reflections, and responses to exploration and commitment prompts of four high school science teacher participants in an 8‐day, reform‐oriented summer institute. Teachers' experiences, changes in the content, structure and process of various components of their professional role identities, and their eventual endorsement or resistance to new practices, were framed by the dynamic interplay between their current science teacher role identity and other role identities. When discussing possibilities for action in subsequent teaching practices, alignment, and tensions within and between these role identities promoted or impeded changes in behavioral intentions. The findings highlight the importance of considering prior and current role identities when designing and evaluating PD contexts, and the complex and contextual nature of identity change among teachers.

中文翻译：

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研究理科教师身份内部和之间的微小变化：一个多案例研究

理科教师通常对他们在专业发展（PD）中遇到的以学生为中心，以改革为导向的教学策略表现出最初的热情，而他们却很少在实践中采用它们。一个可能的障碍是这些策略与教师关于在其特定的教学环境中可能和期望的东西的信念之间的不匹配。在当前的研究中，我们调查了教师在PD环境中对实践的看法的变化，并将对实践的看法视为教师总体职业角色认同中的一个组成部分。使用角色识别动态系统模型（DSMRI）作为我们的理论框架，我们分析了PD之前，PD中间和PD之后的访谈，每日书面思考，以及在为期8天的面向改革的暑期学院中，四名高中理科教师参与者对探索和承诺提示的回应。教师的经验，其专业角色身份的各个组成部分的内容，结构和过程的变化，以及他们最终对新实践的认可或抵制，是由其当前的理科教师角色身份与其他角色身份之间的动态相互作用决定的。在讨论后续教学实践中采取行动的可能性时，这些角色认同之内和之间的协调一致和紧张关系促进或阻碍了行为意图的改变。这些发现强调了在设计和评估PD情境时考虑先前和当前角色身份的重要性，以及教师身份变化的复杂性和情境性质。