Mastering Professional Practices: Primary School Science Teacher Identity and Development ¹

Abstract

This chapter explores the way three teachers developed their primary science teaching in English schools, in an educational climate where training policies and financial pressures result in few opportunities to do so, meaning many schools resort to in-school support. The training needs of primary teachers vary according to their experience and backgrounds. This research project used a combined model of Lave and Wenger's (1991) community of practice with Bourdieu's social theory model (1999, 2004), specifically on science capital, to explore the opportunities for primary science development as well as teacher agency and identity within the primary school. The research consisted of three case studies of primary teachers, using co-teaching and semi-structured interviews to develop a greater understanding of teachers' beliefs and development in science teaching. Thematic analysis was used to organise and interpret the data using the theoretical framework outlined. The combined theoretical models proved useful in considering the ‘science capital’ as part of their identity as a teacher; they contributed to a school or field. The nature and amount of science capital had an impact on the potential for their science teaching development as well as their identity and agency within the school community of practice.

Citation

Edmonds, J. (2024), "Mastering Professional Practices: Primary School Science Teacher Identity and Development ¹ ", Waller, R., Andrews, J. and Clark, T. (Ed.) Critical Perspectives on Educational Policies and Professional Identities, Emerald Publishing Limited, Leeds, pp. 105-120. https://doi.org/10.1108/978-1-83753-332-920241007