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Positional Identity as a lens for Connecting Elementary Preservice Teachers to Teaching in Urban Classrooms

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Book cover Identity Construction and Science Education Research

Part of the book series: Bold Visions in Educational Research ((BVER,volume 35))

Abstract

Using qualitative methods of data collection and analysis, this study explores positional identity as a lens for understanding elementary preservice teachers’ discourse around identity and science teaching. The three preservice teachers in the study were enrolled in a 16-week science methods course. At the conclusion of the course, they agreed to participate in this study to explore early understandings of positional identity and science teaching. The findings suggest that positional identity is a useful lens for understanding the complex ways in which preservice teachers discuss who they are, and how they view self and teaching.

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Author information

Authors and Affiliations

  1. Teachers College, Columbia University, USA

    Felicia Moore Mensah

Authors
  1. Felicia Moore Mensah
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Editor information

Editors and Affiliations

  1. University of Illinois at Chicago, USA

    Maria Varelas

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© 2012 Sense Publishers

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Mensah, F.M. (2012). Positional Identity as a lens for Connecting Elementary Preservice Teachers to Teaching in Urban Classrooms. In: Varelas, M. (eds) Identity Construction and Science Education Research. Bold Visions in Educational Research, vol 35. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-043-9_8

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