Researching primary teachers' professional agency: employing interactive ethnography to overcome reluctance to teach science

Journal article


Martin, Jenny. (2019). Researching primary teachers' professional agency: employing interactive ethnography to overcome reluctance to teach science. Research in Science Education. 49(5), pp. 1279-1299. https://doi.org/10.1007/s11165-017-9654-y
AuthorsMartin, Jenny
Abstract

This paper provides a report of a case study on the professional agency of an experienced early years teacher, Sarah, who successfully embedded a chemical science program of teaching-learning for her students aged between 6 and 8. Interactive ethnography informs the research design, and discursive psychology provides the tools for the analysis of Sarah’s speech acts for her positioning as a responsible agent. Reframing the problem of primary teacher reluctance to teach science in terms of primary teachers’ professional agency using discursive psychology, this ontological study provides new insight into issues related to the provision of science education in primary schools and asks: How do primary teachers position themselves and others in relation to science curriculum and education? The research calls for research methodologies and reform efforts in primary science that are better grounded in the local moral orders of primary schools.

Keywordsteacher agency; science education; discursive psychology; interactive ethnography
Year2019
JournalResearch in Science Education
Journal citation49 (5), pp. 1279-1299
PublisherSpringer
ISSN0157-244X
Digital Object Identifier (DOI)https://doi.org/10.1007/s11165-017-9654-y
Scopus EID2-s2.0-85030175883
Page range1279-1299
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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File Access Level
Controlled
Output statusPublished
Publication dates
Online29 Sep 2017
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