Globally, science teachers have been tasked with developing new pedagogies that incorporate inquiry-based and problem-based teaching strategies. In this article, we focus on a duoethnographic study of two teachers (the authors of the article). One of the authors teaches high school science in Canada, and the second has taught high school science in India and Ethiopia. We share our remarkably similar stories, which began with unaddressed pedagogical dilemmas and which, because of a lack in professional development opportunities, culminated in our return to graduate studies in science education. Drawing on the theoretical constructs of Bourdieu, we present our narratives as a study of how we negotiated the current science curriculum reform discourses that have shaped our professional identities. Our struggle to transform our professional identities has provided us with valuable insights as we work with preservice, novice, and in-service teachers to develop the reform-based pedagogies of inquiry-based and problem-based teaching.

中文翻译：

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科学教师探究身份：通过布尔迪厄斯镜头对加拿大和埃塞俄比亚进行的人种志比较研究

在全球范围内，理科教师的任务是开发新的教学法，以结合基于探究和基于问题的教学策略。在本文中，我们重点研究两位老师（本文的作者）的人种志研究。一位作者在加拿大教高中科学，另​​一位作者在印度和埃塞俄比亚教高中科学。我们分享了非常相似的故事，这些故事始于未解决的教学困境，由于缺乏专业发展机会，这些故事最终导致我们重返理科教育研究生课程。借鉴布迪厄的理论构架，我们介绍我们的叙述，作为对我们如何谈判塑造我们专业身份的当前科学课程改革话语的研究。