Becoming a Physics Teacher: Identity conflict in the transition from undergraduate physicist to physics teacher

Description

This study seeks to explore experiences of identity conflict as undergraduate (UG) students of physics make the transition to becoming teachers of physics. Divergent ontologies and epistemologies in the academic disciplines of physics and education are an important influence in this identity conflict. Critical realism is suggested as a theoretical approach for the study that can valorise the perspectives of both physicists and teachers. Interpretative phenomenological analysis (IPA) then emerges as an appropriate methodology to address research questions around the evolving experiences of physics students as they become teachers in a 3-year longitudinal study. Data collection has not yet begun but it is planned to recruit <20 participants who are final year physics undergraduate students studying physics degrees at 3 UK universities. A condition for participation is the intention to train to be a secondary school teacher. To gather data for the IPA, walking interviews will be used as way of exploring physical and mental transitions from physics as academic study to physics as a school-based occupation.

Period	13 Mar 2024
Event title	STORIES 2024 - "Education for Wellbeing: Equity, health, and empowerment for people and places"
Event type	Conference
Location	Oxford, United KingdomShow on map
Degree of Recognition	National