Agency, Identity, and Social Justice Education: PreserviceTeachers' Thoughts on Becoming Agents of Changein Urban Elementary Science Classrooms

摘要

Using multiple theoretical frameworks, reflective writings and interviews, thisstudy explores preservice elementary teachers' emerging identities as science teachers andhow this identity is connected to notions of critical agency and a stance toward socialjustice. The study addresses two central questions pertaining to preservice teachers'conceptions as "agents of change" and how their perceptions as change agents frame theirscience teacher identities and understanding of teaching science in urban elementaryclassrooms. Their identity in the moment as elementary preservice teachers—not yetteachers—influences how they view themselves as teachers and how much agency orpower they feel they have as agents of change in science classrooms. Findings suggest thatscience teacher education must play a more immediate, fundamental and emancipatory rolein preparing preservice teachers in developing science teacher identities and a stance towardsocial justice.