Building identity and commitment to the teaching of science

This chapter is the 'mirror' to Chapter 1.2. In Chapter 1.2 you considered some of the thinking and theory that explained the process of how your identity as a teacher of science develops over time. You were introduced to a number of aspects involved in the process, including identity as a psychological construct, the role, or behaviours that we associate with each of our identities, the importance of the emotional experience of teaching science and how these emotions influence all aspects of the identity-building process. We also highlighted the importance of support from other people. In this chapter we will look at several specific strategies that you might use throughout your teaching career that will allow you to take personal control of your own identity-building process, to ensure that you become the teacher that you want to be. You will commence with a consideration of how your own personal life story has contributed to who you consider yourself to be as a science educator. The importance of aesthetic experiences in teaching will then be examined and will include techniques that will assist you in understanding your experiences. The chapter concludes with a description of a number of techniques that might be used to assist you in developing the academic identity of students.