Identity development as a lens to science teacher preparation

Probably not a substantial claim: may not pass S3 (load-bearing).

The science education community has come to consensus about curriculum standards and teaching practices that hold the most promise for engaging diverse students in meaningful science learning.

“As mentioned earlier, the science education community has recently come to some consensus about what kind of curriculum standards and teaching practices hold the most promise for effectively engaging diverse students in meaningful science learning (e.g., NRC 1996NRC , 2000)).”

• cites NRC 1996Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites NRC 2000Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

The new vision for school science comprises principles, standards, and practices grounded on research in the learning sciences.

“A number of influential documents (e.g., American Association of Advancement of Science, 1993;National Research Council [NRC], 1996, 2000) advocate for a new vision for school science, comprising principles, standards, and practices that are grounded on research in the learning sciences.”

• cites American Association of Advancement of Science, 1993Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites National Research Council [NRC], 1996, 2000Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Preparing reform-minded science teachers involves the need for opportunities to participate in competent practice and have this participation acknowledged.

“these challenges include the emotional risk and possible need for”

Probably not a substantial claim: may not pass S3 (load-bearing).

Reform-based science teaching employs student-centered, collaborative inquiry as a means to support meaningful and effective science learning.

“Thus, reform-based science teaching employs student-centered, collaborative inquiry as a means to support meaningful and effective science learning.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The main goal of science education is to introduce students to the culture of science as a means to explore and begin to understand the world, including an appreciation for how scientific knowledge is constructed.

“The main goal of science education has been identified as introducing students to the culture of science as a means to explore and begin to understand the world around them, including an appreciation for how scientific knowledge is constructed (e.g., Bybee, 1997;Goodrum, 1987;Krajcik et al., 1998;Matthews, 1994;Tobin, Treagust, & Frasier, 1988).”

• cites Bybee, 1997Not checked — no full text of the source
• cites Goodrum, 1987Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Krajcik et al., 1998 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Becoming a science teacher who values and engages in reform-based practices involves much more than acquiring a new set of knowledge and skills.

“I argue that becoming a science teacher who values and engages in reform-based practices involves much more than acquiring a new set of knowledge and skills, and that this process could be better understood and supported once we think of it as developing a new professional identity as a”

Probably not a substantial claim: may not pass S2 (checkable).

Becoming a reform-minded science teacher can be better understood and supported by thinking of it as developing a new professional identity as a reform-minded science teacher.

“I argue that becoming a science teacher who values and engages in reform-based practices involves much more than acquiring a new set of knowledge and skills, and that this process could be better understood and supported once we think of it as developing a new professional identity as a”

Probably not a substantial claim: may not pass S2 (checkable).

Identity development is the means by which one becomes a full participant in a community of practice.

“Identity development, and professional identity development specifically, is the means by which one becomes a full participant in a community of practice (Lave & Wenger, 1991).”

• cites Lave & Wenger, 1991 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

Identity is constantly being formed and reformed, though the change process for one's core identities is long term and labor intensive.

“Identity is constantly being formed and reformed, though the change process for one's core identities is long term and labor intensive.”

Probably not a substantial claim: may not pass S4 (based).

Assuming leadership roles in out-of-school teaching settings can offer beginning science teachers high levels of agency as well as multiple ways to display growing professional competence.

“Assuming leadership roles in these out-of-school teaching settings, in contrast to and as a complement to traditional school-based student teaching, can offer beginning science teachers high levels of agency as well as multiple ways to display growing professional competence.”

Probably not a substantial claim: may not pass S2 (checkable).

Identity development offers the field of teacher education a more inclusive construct that extends teachers' knowledge and skills.

“Thus, identity development offers the field of teacher education a more inclusive construct that extends teachers' knowledge and skills.”

May combine two claims.

Nasir and Hand's study comparing mathematical learning of high school boys in basketball versus in the mathematics classroom revealed identity development resources available in basketball but not in the mathematics classroom: many ways to display competence, a high level of agency, ways to solicit feedback, opportunity to be held accountable, and central positioning as the author and lead actor.

“Nasir and Hand's (2004) study comparing the mathematical learning of high school boys in basketball versus in the mathematics classroom revealed a number of identity development resources that were available in the former but not the latter: many ways to display competence, a high level of agency, ways to solicit feedback, opportunity to be held accountable, and central positioning as the author”

• cites Nasir and Hand's (2004)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Identity is socially constituted: one is recognized by self and others as a kind of person because of the interactions one has with others.

“Identity is socially constituted, that is, one is recognized by self and others as a kind of person because of the interactions one has with others.”

Probably not a substantial claim: may not pass S4 (based).

Trying on a new identity within a community of practice, especially when it is counter to the norm, involves assuming risks.

“Trying on a new identity within a community of practice (especially when it is counter to the norm) involves assuming risks.”

Probably not a substantial claim: may not pass S4 (based).

People approach learning situations with core identities in place that need to align with the new identity being considered.

“People approach learning situations with core identities in place that need to align with the new identity being considered.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Transforming one's identity is not an easy task.

“Transforming one's identity is not an easy task; teacher preparation programs thus need to thoughtfully and consciously support developing teachers in this transformative work.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Basketball consisted of seven different types of activities that allowed multiple and varied forms of participation.

“For example, basketball was described as consisting of seven different types of activities, such as warm-up and conditioning, practicing basic skills, partial plays, whole plays, discussions, in-game plays and debriefs, which allowed multiple and varied forms of participation.”

• cites Nasir and Hand's (2004)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

Professional identity includes a teacher's professional philosophy, passions, commitments, ways of acting and interacting, values, and morals.

“More than what a teacher knows and believes about her practice, professional identity includes her professional philosophy, passions, commitments, ways of acting and interacting, values, and morals.”

Probably not a substantial claim: may not pass S4 (based).

Out-of-school nontraditional experiences can provide extensive opportunities to receive feedback and recognition as a reform-based practitioner from university personnel and peers.

“4. Extensive opportunities to receive feedback and recognition as a reform-based practitioner from university personnel and peers;”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Identity is multifarious, consisting of a number of interrelated ways one is recognized as a certain kind of person, participating in social communities.

“Identity is considered by most to be multifarious, that is, consisting of a number of interrelated ways one is recognized as a certain kind of person, participating in social communities.”

Probably not a substantial claim: may not pass S4 (based).

Out-of-school nontraditional experiences can provide opportunities to practice reform-based instructional strategies in a low-stakes and thus safe environment.

“3. Opportunities to practice reform-based instructional strategies in a low-stakes and thus,”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Identity is constituted in interpretations and narrations of experiences.

“Identity is constituted in interpretations and narrations of experiences.”

Probably not a substantial claim: may not pass S2 (checkable).

Supporting novices in interpretative work can serve as the bridge between theory and practice.

“Supporting novices in this interpretative work can serve as the muchneeded bridge between theory and practice as candidates are encouraged to provide theoretical reasons for decisions, offer theory-based evidence for claims, question assumptions, and connect teaching decisions to outcomes.”

May combine two claims.

Research has demonstrated that preservice teachers benefit from early field experiences, many field experiences, carefully mentored field experiences, and field experiences situated in productive contexts.

“Research has demonstrated that preservice teachers benefit from early field experiences, many field experiences, carefully mentored field experiences, and field experiences situated in productive contexts (Darling-Hammond & Hammerness, 2005).”

• cites Darling-Hammond & Hammerness, 2005Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based).

Beginning science teachers often have experiences, beliefs, knowledge, and identities related to science and science learning that are very different from, even contradictory to, those being advocated in reform.

“Often beginning science teachers have experiences, beliefs, knowledge, and identities related to science and science learning that are very different from, even contradictory to, those being advocated in reform.”

May combine two claims.

McDaniel's study of 22 preservice teachers and Weinstein's study of 38 preservice teachers found that candidates' beliefs about themselves as teachers did not change throughout a given semester despite coursework and field experiences.

“For example, both McDaniel's (1991) study of 22 preservice teachers and Weinstein's (1990) study of 38 preservice teachers found that, despite coursework and field experiences, candidates' beliefs about themselves as teachers did not change throughout a given semester.”

• cites McDaniel's (1991)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Weinstein's (1990) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Collaborative teaching in out-of-school contexts as core experiences earlier in a science teacher preparation program can offer prospective teachers opportunities to experience meaningful success with reform-based practices.

“Collaborative teaching in out-of-school contexts as core experiences earlier in a science teacher preparation program can offer prospective teachers opportunities to experience meaningful success with reform-based practices.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Identity theory brings to the forefront the importance of overlooked elements such as unique challenges and personal risks involved in taking on a new professional identity that runs counter to the norm, the value of engaging in out-of-school reform-based teaching experiences, and the importance for beginning science teachers to engage in supported opportunities for recognition work.

“In contrast, identity theory brings to the forefront the importance of overlooked elements such as (1) the unique challenges and personal risks involved in taking on a new professional identity that runs counter to the norm, (2) the value of engaging in out-of-school reform-based teaching experiences as a way to ensure participation in the targeted reform practice, and (3) the importance for beg”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Each of these tools offers a unique set of affordances for the beginning science teacher and thus could strengthen a science teacher preparation program.

“Thus, each of these tools (and others) offers a unique set of affordances for the beginning science teacher and thus could strengthen a science teacher preparation program.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

It is difficult if not impossible to communicate the intricacies and complexities of inquiry-based science learning without direct experience.

“as it is difficult if not impossible to communicate the intricacies and complexities (including challenges and benefits) of inquiry-based science learning without direct experience.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

A developmental approach that progressively decreases support and increases accountability ensures participants are motivated and likely to experience meaningful success and continue to develop an identity as a reform-minded science teacher.

“Teacher preparation programs also need to incorporate a developmental approach that engages beginning teachers in reform-based teaching experiences that progressively decrease in support and increase in accountability so as to ensure participants are both consistently motivated to engage as well as are likely to experience meaningful success and thus continue to develop an identity as a reform-m”

Probably not a substantial claim: may not pass S2 (checkable).

Unless this model changes to include the design principles identified in this study, it is unlikely that we will fare much better in producing a new generation of reform-based science teachers.

“Unless this model changes to include the design principles identified in this study, it is unlikely that we will fare much better in producing a new generation of reform-based science teachers.”

Classified as probably not a substantial claim. May combine two claims.

Gee (2003) describes three essential components of identity repair work: a learner must be enticed to try reform-based practices, motivated to put effort into them, and achieve meaningful success with them.

“Gee (2003) describes three essential components of identity”

• cites Gee (2003) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Valuable tools to support recognition work include maintaining a personal journal or blog, engaging in collaborative postteaching debriefing sessions, participating in professional meetings, and constructing a program-level portfolio.

“Valuable tools to do so include maintaining a personal journal or blog, engaging in collaborative postteaching debriefing sessions, participating in professional meetings, and constructing a program-level portfolio.”

Classified as probably not a substantial claim.

Offering teacher learners opportunities to experience meaningful science investigations as learners is one key aspect of transformation work.

“Offering teacher learners opportunities to experience meaningful science investigations as learners is certainly one key aspect of this transformation work (as suggested by Windschitl, 2002b)”

• cites Windschitl, 2002bNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Nonnormative practice of inquiry-based science teaching presents its share of challenges.

“Clearly, nonnormative practice of inquiry-based science teaching presents its share of challenges; and correspondingly, taking on and developing an identity as this type of”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Beginning science teachers often have core identities that are not aligned with reform-based pedagogy; furthermore, they are asked to assume a new professional identity that goes against the norm.

“first this approach helps us recognize that beginning science teachers often have core identities that are not aligned with reform-based pedagogy; furthermore, they are asked to assume a new professional identity that goes”

• AssumptionRests on an assumption: Beginning science teachers often have core identities that are not aligned with reform-based pedagogy.
• AssumptionRests on an assumption: Beginning science teachers are asked to assume a new professional identity that goes against the norm.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

This initial investment will likely increase chances of maintaining a reform-based professional identity through challenges during student teaching and induction years.

“This initial investment will likely increase the chances of maintaining a reform-based professional identity through the challenges awaiting beginning science teachers during student teaching and induction years.”

Probably not a substantial claim: may not pass S2 (checkable).

Interpretation of one's participation is a complex skill.

“However, this interpretation of one's participation is a complex skill.”

Classified as probably not a substantial claim.

Sfard and Prusak (2005) highlight the important role to be played by significant narrators, defined as people whose opinions and interpretations of the learner's practice the learner most values and respects.

“Sfard and Prusak (2005) highlight the important role to be played by”

• cites Sfard and Prusak (2005) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable).

The results of the conceptual analysis reported in this article substantiate the value of using identity development as a theoretical lens for science teacher education.

“The results of the conceptual analysis reported in this article substantiate the value of using identity development as a theoretical lens for science teacher education.”

Classified as probably not a substantial claim.

Out-of-school teaching of students opens the door for trying out inquiry-based instructional strategies with fewer students, less academic accountability, fewer institutional hurdles, and more support.

“out-of-school teaching of students (for example, running a summer camp) opens the door for the possibility of trying out inquiry-based instructional strategies with fewer students, less academic accountability, fewer institutional hurdles, and more support (from peers as well as the university).”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

Taking on a new identity always involves risk-risk of not being successful or not being appreciated even if successful.

“In addition, taking on a new identity always involves risk-risk of not being successful or not being appreciated even if successful.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

Trying on and considering a new identity means inviting others to recognize you for your ability to participate in a discourse that is new to you, and thus opens you to the possibility of not being recognized as such.

“Trying on and considering a new identity means inviting others to recognize you for your ability to participate in a discourse that is new to you-and thus opens you to the possibility of not being recognized as such.”

Classified as probably not a substantial claim.

Sfard and Prusak (2005) describe the most influential story telling with respect to impact on one's identity and future actions to be the stories one tells oneself about one's own participation, as they enable one to better understand and interpret one's practice in light of the kind of teacher she wants to become.

“Sfard and Prusak (2005) describe the most influential story telling with respect to impact on one's identity and future actions to be the stories one tells oneself about one's own participation, as they enable one to better understand and interpret one's practice in light of the kind of teacher she wants to become.”

• cites Sfard and Prusak (2005) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable).

This support can be best offered through opportunities in which a beginning science teacher engages in long-term professional yet personal reflection and interpretation with a unique professional community made up of those who are invested and interested in that teacher's growth and development.

“This support can be best offered through opportunities in which a beginning science teacher engages in long-term professional yet personal reflection and interpretation with a unique professional community made up of those who are invested and interested in that teacher's growth and development (e.g., cooperating teachers, supervisors, peers, professors, and friends).”

Probably not a substantial claim: may not pass S2 (checkable).

Using these principles, one can design a teacher preparation program that purposefully addresses the unique needs of preservice science teachers charged with the complementary and intimidating tasks of developing identities as reform-minded science teachers and bringing change to the practices of an established profession.

“Using these principles, one can design a teacher preparation program that purposefully addresses the unique needs of preservice science teachers charged with the complementary and intimidating tasks of developing identities as reform-minded science teachers and bringing change to the practices of an established profession.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

The initiation process of trying out one's wings as a reform-based science teacher is a daunting and risky process that should be supported by offering motivating and safe places where one can try out the new identity.

“The initiation process of trying out one's”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Learning as identity development occurs in the understanding, interpretation, and recognition, by self and others, as a certain kind of science teacher.

“Second, I have pointed out that learning as identity development occurs in the understanding, interpretation, and recognition, by self and others, as a certain kind of science teacher.”

Probably not a substantial claim: may not pass S2 (checkable).

Offering safe and supportive spaces to introduce new science teachers to reform-based discourses and practices may be much easier to realize in a carefully sequenced series of out-of-school and in-school contexts compared to only traditional classroom settings.

“Offering safe and supportive spaces to introduce new science teachers to reform-based discourses and practices may be much easier to realize in a carefully sequenced series of out-of-school and in-school contexts compared to only traditional classroom settings.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

Meeting these needs promises to produce a new generation of teachers who have a stronger sense of professional identity aligned with reform-based practices, and thus greater likelihood to engage effectively with these practices to the benefit of their students and society at large.

“Meeting these needs, in turn, promises to produce a new generation of teachers who have a stronger sense of professional identity aligned with the reform-based practices we believe to be best for students, and thus, greater likelihood to engage effectively with these practices to the benefit of their students and our society at large.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Professional identity development as a reform-minded science teacher requires opportunities to participate in relevant experiences and the discourse, and to have one's participation interpreted and recognized, as well as valued and accepted, by self and others.

“In sum, professional identity development as a reform-minded science teacher not only requires opportunities to participate in relevant experiences and the discourse, but to have one's participation interpreted and recognized, as well as valued and accepted, by self and others.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The challenge of taking on a new identity is even more evident when the identity sought does not conform to the norm.

“This challenge is even more evident when the identity sought does not conform to the norm.”

Probably not a substantial claim: may not pass S2 (checkable).

These initial experiences can provide a basis for future ones in which accountability is increased and support is decreased incrementally as teachers develop confidence with their new identities, ultimately preparing them to face the challenges of their own classroom.

“These initial experiences can provide a basis for future ones in which accountability is increased and support is decreased incrementally as teachers develop confidence with their new identities, ultimately preparing them to face the challenges of their own classroom.”

Probably not a substantial claim: may not pass S2 (checkable).

As we more fully recognize the complexity of preparing reform-minded science teachers, we will be better able to identify and construct effective teacher preparation programs that address preservice teachers' developing learning needs.

“In sum, as we, as science educators, more fully recognize the complexity of preparing reform-minded science teachers, we will be better able to identify and construct effective teacher preparation programs that address preservice teachers' developing learning needs.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Gradually increasing typical classroom constraints while decreasing individualized support across practice teaching situations can scaffold the learning process for the beginning science teacher.

“Gradually increasing the number of typical classroom constraints (e.g., classroom-based resources, shorter duration class periods, and student absences) while decreasing the amount of individualized support across a number of practice teaching situations can scaffold the learning process for the beginning science teacher.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

These opportunities will support new teachers in bridging theory and practice as they provide opportunities for sense making of one's practice in light of reform-based science teaching, and opportunities to establish themselves as reform-based science teachers, thus contributing to development of professional identity.

“These opportunities will, in turn, support new teachers in bridging theory and practice as they provide opportunities for sense making of one's practice in light of the principles and recommendations of reform-based science teaching, as well as opportunities to establish themselves (in their own eyes as well as their professional community's) as reform-based science teachers, and thus, contribute”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Once we recognize that preparing reform-minded science teachers involves supporting development of a new professional identity that runs counter to current norm, we can apply what we know about such a process from research on identity development and thus gain better understanding of unique challenges and new insights about how these challenges could best be addressed.

“Once we recognize that preparing reform-minded science teachers involves supporting the development of a new professional identity that runs counter to the current norm, we can apply what we know about such a process from research on identity development and thus gain a better understanding of the unique challenges faced by science teacher preparation programs today and new insights about how”