Understanding physics teachers’ professional identity: an activity theory perspective

References

• Akerson, V. L., Pongsanon, K., Weiland, I. S., & Nargund-Joshi, V. (2014). Developing a professional identity as an elementary teacher of nature of science: A self-study of becoming an elementary teacher. International Journal of Science Education, 36(12), 2055–2082. https://doi.org/10.1080/09500693.2014.890763
   Web of Science ®Google Scholar
• Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and teacher education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013
   Web of Science ®Google Scholar
• Avraamidou, L. (2014). Developing a reform-minded science teaching identity: The role of informal science environments. Journal of Science Teacher Education, 25(7), 823–843. https://doi.org/10.1007/s10972-014-9395-y
   Google Scholar
• Bøe, M. V., Henriksen, E. K., & Angell, C. (2018). Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics. Science Education, 102(4), 649–667. https://doi.org/10.1002/sce.21339
   Web of Science ®Google Scholar
• Cao, W. (2023). A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries. Frontiers in psychology, 14, 1212056. https://doi.org/10.3389/fpsyg.2023.1212056
   PubMed Web of Science ®Google Scholar
• Caspari-Gnann, I., & Sevian, H. (2022). Teacher dilemmas as sources of change and development. Teaching and Teacher Education, 112, 103629. https://doi.org/10.1016/j.tate.2021.103629
   Web of Science ®Google Scholar
• Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage.
   Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
   Web of Science ®Google Scholar
• Duschl, R. A., Shouse, A. W., & Schweingruber, H. A. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8. National Academies Press.
   Google Scholar
• Engestrom, Y. (1992). Interactive expertise: Studies in distributed working intelligence. Research Bulletin-Department of Education, University of Helsinki, 83, 1–105.
   Google Scholar
• Engeström, Y. (1999). Activity theory and individual and social transformation. Perspectives on Activity Theory, 19(38), 19–30.
   Google Scholar
• Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747
   Google Scholar
• Etkina, E., Gregorcic, B., & Vokos, S. (2017). Organizing physics teacher professional education around productive habit development: A way to meet reform challenges. Physical Review Physics Education Research, 13(1), 010107. https://doi.org/10.1103/PhysRevPhysEducRes.13.010107
   Web of Science ®Google Scholar
• French, S., Dickerson, A., & Mulder, R. A. (2023). A review of the benefits and drawbacks of high-stakes final examinations in higher education. Higher Education, 1–26. https://doi.org/10.1007/s10734-023-01148-z
   PubMed Web of Science ®Google Scholar
• Goodnough, K. (2018). Addressing contradictions in teachers’ practice through professional learning: An activity theory perspective. International Journal of Science Education, 40(17), 2181–2204. https://doi.org/10.1080/09500693.2018.1525507
   Web of Science ®Google Scholar
• Henderson, C., Dancy, M., & Niewiadomska-Bugaj, M. (2012). Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? Physical Review Special Topics-Physics Education Research, 8(2), 020104. https://doi.org/10.1103/PhysRevSTPER.8.020104
   Web of Science ®Google Scholar
• Hung, C. S., & Wu, H. K. (2023). High school science teachers’ assessment literacy for inquiry-based science instruction. International Journal of Science Education, 46(7), 621–642. https://doi.org/10.1080/09500693.2023.2251657
   Web of Science ®Google Scholar
• Kapon, S., Laherto, A., & Levrini, O. (2018). Disciplinary authenticity and personal relevance in school science. Science Education, 102(5), 1077–1106. https://doi.org/10.1002/sce.21458
   Web of Science ®Google Scholar
• Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and teaching, 23(4), 387–405. https://doi.org/10.1080/13540602.2016.1211523
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
   Google Scholar
• Luft, J. A., Firestone, J. B., Wong, S. S., Ortega, I., Adams, K., & Bang, E. (2011). Beginning secondary science teacher induction: A two-year mixed methods study. Journal of Research in Science Teaching, 48(10), 1199–1224. https://doi.org/10.1002/tea.20444
   Web of Science ®Google Scholar
• McCance, K. R., Teeter, S. D., Blanchard, M. R., & Venditti, R. A. (2023). Using Activity Theory to understand the interactions of a university interdisciplinary team of scientists and science educators. Studies in Higher Education, 48(6), 1–18. https://doi.org/10.1080/03075079.2023.2172564
   Web of Science ®Google Scholar
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation: Revised and expanded from qualitative research and case study applications in education. Jossey-Bass.
   Google Scholar
• Ministry of National Education 2023 Educational Vision Document. (2019). https://planipolis.iiep.unesco.org/sites/default/files/ressources/turkey_education_vision_2023.pdf/Retrieved 3/11/2024
   Google Scholar
• National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
   Google Scholar
• Nikolay, N. A. (2022). Navigating reform efforts: Teachers’ sensemaking during curriculum reform efforts [Doctoral dissertation]. The University of Wisconsin-Madison.Retrieved from https://www.proquest.com/dissertations-theses/navigating-reform-efforts-teachers-sensemaking/docview/2699935775/se-2?accountid=9645
   Google Scholar
• Pollard, B., Werth, A., Hobbs, R., & Lewandowski, H. J. (2020). Impact of a course transformation on students’ reasoning about measurement uncertainty. Physical Review Physics Education Research, 16(2), 020160. https://doi.org/10.1103/PhysRevPhysEducRes.16.020160
   Web of Science ®Google Scholar
• Reynante, B. M., Selbach-Allen, M. E., & Pimentel, D. R. (2020). Exploring the promises and perils of integrated STEM through disciplinary practices and epistemologies. Science & Education, 29(4), 785–803. https://doi.org/10.1007/s11191-020-00121-x
   Web of Science ®Google Scholar
• Saka, Y., Southerland, S. A., & Brooks, J. S. (2009). Becoming a member of a school community while working toward science education reform: Teacher induction from a cultural historical activity theory (CHAT) perspective. Science Education, 93(6), 996–1025. https://doi.org/10.1002/sce.20342
   Web of Science ®Google Scholar
• Saka, Y., Southerland, S. A., Kittleson, J., & Hutner, T. (2013). Understanding the induction of a science teacher: The interaction of identity and context. Research in Science Education, 43(3), 1221–1244. https://doi.org/10.1007/s11165-012-9310-5
   Web of Science ®Google Scholar
• Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). SAGE.
   Google Scholar
• Sengul, O. (2024). Learning to become a physics teacher: A case study of experienced teachers. Education Sciences, 14(2), 195. https://doi.org/10.3390/educsci14020195
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1986). Thought and language. A. Kozulin (Ed.), MIT Press.
   Google Scholar
• Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business School Press.
   Google Scholar
• Windschitl, M., Thompson, J., & Braaten, M. (2020). Ambitious science teaching. Harvard Education Press.
   Google Scholar