Exploring Identity of Prospective Math and Science Teachers Through Reflections in Early Field Contexts

Abstract

This qualitative study examined written reflections of nine prospective math and science teachers to explore the influence of contexts in early field experience on identity development and future career decisions. Prospective teachers’ entrance essays, as well as weekly open-ended reflections and end-of-semester reflections on classroom experiences, were collected and analyzed inductively. Coded analysis of these reflections revealed differences in classroom placement, temporality, and focus. Findings showed that even when prospective teachers had similar classroom placements, they negotiated the contexts differently. Results suggest that prospective teachers’ normative and personal teacher identities can be shaped by context. Examining how personal identity coincides with or is in opposition to normative identity in a classroom context may shed light on critical points when prospective teachers are grappling with their ability to replicate elements of good teaching. Furthermore, reflections can provide insight into prospective teachers’ placement of themselves, their potential teaching trajectories, as well as potential challenges to their developing identities.