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'I Am a Scientist and I Am a Science Teacher!': Negotiating Shifts in Professional Identity

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Title: 'I Am a Scientist and I Am a Science Teacher!': Negotiating Shifts in Professional Identity
Language: English
Authors: Lara K. Smetana (ORCID 0000-0002-9404-2863), Betsy Leong
Source: Journal of Research in Science Teaching. 2026 63(3):259-276.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2151086
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Research Projects, Summer Programs, Student Attitudes, Biology, Science Teachers, Professional Identity, Teacher Role, Teacher Education Programs
DOI: 10.1002/tea.70039
ISSN: 0022-4308
1098-2736
Abstract: Pre-service teachers often have limited opportunities to develop and reflect upon both their scientist and science teacher identities, and the relationships between them, likely limiting how they draw upon these different but complementary role identities in their teaching practice. This illustrative case study explores how a summer research experience program for pre-service teachers could fill this gap. We analyzed key moment excerpts (sentences and paragraphs) from qualitative data sources (journal entries, interview transcripts, written reflections) collected throughout the program to understand how a pre-service biology teacher navigated shifts in her scientist and science teacher role identities and ways the summer program influenced these shifts. Findings indicate that authentic science research experiences embedded within initial teacher education programs have the potential to be an ideal space for this sort of integral identity work. Results indicate how the summer program promoted identity shifts through three crucial elements: providing authentic opportunities that bridged the two fields of science and science education, facilitating personal interactions with people within and across the two fields, and offering regular, meaningful, and varied intrapersonal and interpersonal reflection opportunities. Overall, the study suggests that the goal of teacher research experiences, which have traditionally focused on knowledge and skill development, be broadened to consider identity development as a valuable and necessary goal and outcome.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498792
Database: ERIC
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  Data: 'I Am a Scientist and I Am a Science Teacher!': Negotiating Shifts in Professional Identity
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  Data: <searchLink fieldCode="AR" term="%22Lara+K%2E+Smetana%22">Lara K. Smetana</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9404-2863">0000-0002-9404-2863</externalLink>)<br /><searchLink fieldCode="AR" term="%22Betsy+Leong%22">Betsy Leong</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. 2026 63(3):259-276.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Pre-service teachers often have limited opportunities to develop and reflect upon both their scientist and science teacher identities, and the relationships between them, likely limiting how they draw upon these different but complementary role identities in their teaching practice. This illustrative case study explores how a summer research experience program for pre-service teachers could fill this gap. We analyzed key moment excerpts (sentences and paragraphs) from qualitative data sources (journal entries, interview transcripts, written reflections) collected throughout the program to understand how a pre-service biology teacher navigated shifts in her scientist and science teacher role identities and ways the summer program influenced these shifts. Findings indicate that authentic science research experiences embedded within initial teacher education programs have the potential to be an ideal space for this sort of integral identity work. Results indicate how the summer program promoted identity shifts through three crucial elements: providing authentic opportunities that bridged the two fields of science and science education, facilitating personal interactions with people within and across the two fields, and offering regular, meaningful, and varied intrapersonal and interpersonal reflection opportunities. Overall, the study suggests that the goal of teacher research experiences, which have traditionally focused on knowledge and skill development, be broadened to consider identity development as a valuable and necessary goal and outcome.
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      – SubjectFull: Summer Programs
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