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Conflict of Allegiance: Professional Development Challenges in Transforming Science Teachers' Identities and Practices

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Title: Conflict of Allegiance: Professional Development Challenges in Transforming Science Teachers' Identities and Practices
Language: English
Authors: Lewis, Elizabeth (ORCID 0000-0002-3429-3003)
Source: Journal of Biological Education. 2023 57(4):892-915.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 03353469
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Case Studies, Biology, Science Teachers, Professional Identity, Educational Change, Teaching Methods, Educational Philosophy, Faculty Development, Urban Schools, High School Teachers, Classroom Communication, Science Instruction, Progressive Education, Accountability, Direct Instruction, Inquiry, Active Learning, Hispanic American Students, Student Characteristics, Institutional Characteristics
DOI: 10.1080/00219266.2021.2006267
ISSN: 0021-9266
2157-6009
Abstract: Case studies of two biology teachers, Cathy and David, from the same minority-majority, urban U.S. high school, provide insights into their instructional practices while they engaged in long-term professional development (PD). Findings suggest why science teachers engaged with PD may, or may not, adopt more adaptive pedagogical approaches in the service of reform-based teaching. Gee's institution- and affinity-identity constructs were used as analytic lenses regarding teachers' perceptions of teaching, learning, and agency in the dual contexts of their school's institutional environment and PD community. Over time, Cathy adopted more inquiry-based instructional practices she learned through PD seminars in building a scientific classroom discourse community with her majority Latinx students. Her professional identity and teaching became more aligned with the more progressive teaching philosophy and instructional practices promoted by the PD affinity group. While David understood and enjoyed the PD, ultimately, he minimally adopted new strategies, adhering mainly to his pre-PD mode of direct instruction, staying within the strict culture of accountability of his school's administrative priorities to raise state test scores. These cases demonstrate why some teachers of diverse students are adaptive adopters of reform-based instruction through new affinity group membership, while others demonstrate greater allegiance to their institution-aligned identities.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1397564
Database: ERIC
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  Data: Conflict of Allegiance: Professional Development Challenges in Transforming Science Teachers' Identities and Practices
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Case studies of two biology teachers, Cathy and David, from the same minority-majority, urban U.S. high school, provide insights into their instructional practices while they engaged in long-term professional development (PD). Findings suggest why science teachers engaged with PD may, or may not, adopt more adaptive pedagogical approaches in the service of reform-based teaching. Gee's institution- and affinity-identity constructs were used as analytic lenses regarding teachers' perceptions of teaching, learning, and agency in the dual contexts of their school's institutional environment and PD community. Over time, Cathy adopted more inquiry-based instructional practices she learned through PD seminars in building a scientific classroom discourse community with her majority Latinx students. Her professional identity and teaching became more aligned with the more progressive teaching philosophy and instructional practices promoted by the PD affinity group. While David understood and enjoyed the PD, ultimately, he minimally adopted new strategies, adhering mainly to his pre-PD mode of direct instruction, staying within the strict culture of accountability of his school's administrative priorities to raise state test scores. These cases demonstrate why some teachers of diverse students are adaptive adopters of reform-based instruction through new affinity group membership, while others demonstrate greater allegiance to their institution-aligned identities.
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