Although the literature reveals that primary school teachers in general are reluctant to teach science, little research has been conducted into the histories and identities of such primary school teachers, particularly in South Africa. South African society at present is in the process of great socio-political change; therefore the study has particular relevance to science education in the country. This study uses a socio-historical-cultural framework to investigate the science learning and teaching identities of a small group of pre service primary school teachers. The study is situated in science methods courses at a South African university where students from a wide variety of social and cultural clusters are registered. I argue that primary school student teachers belong to a community of practice and that primary science student teachers form part of that community. Therefore, I use Wenger’s (1998) model of practice in a community. The model relies on i.a. the concepts of participation and non-participation within the community. With reference to these concepts, the changing and contested nature of student teacher identities within the primary science teaching community of practice forms the focus of this study. A mixed methods approach to obtaining and analysing data was employed where case studies provided much of the information obtained. Study findings suggest that a number of factors contribute to science teacher identities. These include primary and secondary school experiences with particular reference to critical incidents; the ‘race’ and gender of the students in question; students’ cultural and family backgrounds as well as the personal relationships with which the students engage. For historical reasons, ‘race’ is of particular significance in South Africa, therefore at this critical conjuncture, this aspect of students’ identities was examined. The study also refers to the dialectical interplay between agency and structure. Findings suggest that although students are bound to some extent by power structures, agency or subjectivity comes into play to various degrees in terms both of participating in the community and not participating therein. I suggest that methods courses, such as those which provided the empirical field for this study, could also provide sites for transformation of science identities in terms of content knowledge, self efficacy or confidence and pedagogy. Student teachers and their mentors are in ideal positions to act as agents of change in a transforming society. Their roles as positive significant narrators enable them to provide alternative trajectories which were once unimaginable. Such transformation resonates with Wenger’s (ibid) notions of identity as being and becoming.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/11970 |
| Date | 20 September 2012 |
| Creators | Thorne, Barbara |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf |
Page generated in 0.0024 seconds