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Is it dichotomy or tension: I am a scientist. No, wait! I am a teacher!

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Abstract

This study explores through a naturalistic inquiry the tensions between a science professor’s two enacted identities. More specifically, this study looks at how a biology professor’s identity-in-practice shifts and evolves over time through collaborations with a science education professor. These shifts were marked by an emphasis on teaching, rather than solely a focus on science. Data were collected through formal interviews and notes taken during planning sessions that took place between the biology professor and the science educator. Findings reveal that although the biology professor is able to reconcile both his science and teacher identity, structural elements of his workplace do not encourage him to enact his teacher identity. Recommendations for college science teaching are discussed.

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Authors and Affiliations

  1. Department of Theory and Practice in Teacher Education, The University of Tennessee, A408 Jane and David Bailey Education Complex, Knoxville, TN, 37996-3442, USA

    Mehmet Aydeniz & Lynn Liao Hodge

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  1. Mehmet Aydeniz
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  2. Lynn Liao Hodge
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Correspondence to Mehmet Aydeniz.

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Aydeniz, M., Hodge, L.L. Is it dichotomy or tension: I am a scientist. No, wait! I am a teacher!. Cult Stud of Sci Educ 6, 165–179 (2011). https://doi.org/10.1007/s11422-009-9246-x

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  • DOI: https://doi.org/10.1007/s11422-009-9246-x

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