The Implications of Culture and Identity: A Professor's Engagement with a Reform Collaborative
Document Type
Article
Publication Date
9-2004
Keywords
Data Collection, Education Research, Field Note, Teaching Strategy, Classroom Observation
Digital Object Identifier (DOI)
https://doi.org/10.1023/B:IJMA.0000039857.59223.81
Abstract
In this study, part of a larger United States project investigating K16 teachers and science reform, we seek to understand how a science professor's participation in a large-scale reform effort affects her conceptions of teaching, teachers, and reform. The topic in this study concerned how the professor's teaching identity was modified and created by the reform effort as she mediated her participation. A multiple-method approach utilizing (a) semi-structured interviews/correspondences with four students and the professor, (b) classroom observations, and (c) field notes, comprised the data collection. Results indicated that, although the professor was inclined to “try out” new teaching strategies in her classroom, the project failed to create pedagogical dissonance thus leading to her lack of desire to accommodate a more inquiry-based pedagogy.
Citation / Publisher Attribution
International Journal of Science and Mathematics Education, v. 1, p.333-356
Scholar Commons Citation
Weiss, Tarin H.; Feldman, Allan; Pedevillano, Dolly E.; and Capobianco, Brenda M., "The Implications of Culture and Identity: A Professor's Engagement with a Reform Collaborative" (2004). Teaching and Learning Faculty Publications. 473.
https://digitalcommons.usf.edu/tal_facpub/473
