New Perspectives in Science Education

The multidisciplinary subject “integrated natural sciences” (“Naturwissenschaften”) has become a prevalent approach to teaching science in German comprehensive schools as a combination of the traditional science subjects biology, chemistry and physics in the lower secondary level (grades 5-10). However, the existing teacher education system in Germany (during University and preparatory service phase) is structured around individual subjects, requiring teachers to specialize in two subjects, with at least one being a science discipline. As a result, it is common for teachers to find themselves teaching (partly) out-of-field of their expertise.

The presentation shows results from a semi-structured interview study involving n=15 teachers. The transcribed online interview recordings are analyzed through qualitative content analysis. Using the framework of identity-research [1-4] the question whether teachers self-identify as science teachers versus e.g., biology-teachers is discussed and a typology of teachers is proposed.

[1] Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001

[2] Côté, J. (2006). Identity Studies: How Close Are We to Developing a Social Science of Identity?—An Appraisal of the Field. Identity, 6(1), 3–25. https://doi.org/10.1207/s1532706xid0601_2

[3] Feser, M. S., & Haak, I. (2023). Key features of teacher identity: A systematic meta-review study with special focus on teachers of science or science-related subjects. Studies in Science Education, 59(2), 287–320. https://doi.org/10.1080/03057267.2022.2108644

[4] Hobbs, L. (2013). Teaching ‘out-of-field’ as a Boundary-crossing Event: Factors Shaping Teacher Identity. International Journal of Science and Mathematics Education, 11(2), 271–297. https://doi.org/10.1007/s10763-012-9333-4