ABSTRACT Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Identity is a multifaceted construct and for prospective elementary teachers there are many possible sources for learning about what it means to be a teacher and these sources may tell conflicting stories. The negotiation of these dissonant identity stories may in fact be a productive space for prospective teacher identity development. Using a narrated identity framework, I explored the identity of one prospective elementary teacher as a teacher of science. Additionally, I observed how she enacted this identity within the context of her student teaching. Findings from this case study showed that the prospective teacher tried to enact identity stories that had their roots in her science methods course, but at times was challenged by the identity stories that were told by her mentor teacher about what it meant to be a teacher of science. Encountering these conflicts required the prospective teacher to negotiate the dissonance identities as she enacted her identity as a teacher of science. These findings suggest that supporting prospective teachers in negotiating dissonant identities may be an important role for teacher educators.

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在学生教学中协商作为科学教师的不和谐身份

摘要 关于教师身份的研究表明，能够将自己想象成一名科学教师是成为一名科学教师的重要组成部分。身份是一个多方面的结构，对于未来的小学教师来说，了解成为一名教师意味着什么的可能来源有很多，而这些来源可能讲述相互矛盾的故事。这些不一致的身份故事的协商实际上可能是未来教师身份发展的一个富有成效的空间。使用叙述的身份框架，我探索了一位潜在的小学教师作为科学教师的身份。此外，我观察到她如何在她的学生教学背景下制定这种身份。该案例研究的结果表明，这位准教师试图编造起源于她的科学方法课程的身份故事，但有时会受到她的导师老师讲述的身份故事的挑战，这些故事是关于成为一名教师意味着什么的。科学。遇到这些冲突要求准教师在确立她作为科学教师的身份时协商不和谐的身份。这些发现表明，支持未来教师协商不和谐的身份可能是教师教育者的重要角色。遇到这些冲突要求准教师在确立她作为科学教师的身份时协商不和谐的身份。这些发现表明，支持未来的教师协商不和谐的身份可能是教师教育者的重要角色。遇到这些冲突要求准教师在确立她作为科学教师的身份时协商不和谐的身份。这些发现表明，支持未来的教师协商不和谐的身份可能是教师教育者的重要角色。