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Exploring Physics Teacher Identity: Pathways toward Equitable Instruction among Teachers

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Title: Exploring Physics Teacher Identity: Pathways toward Equitable Instruction among Teachers
Language: English
Authors: Clausell Mathis (ORCID 0000-0002-1800-7062), Jomo Mutegi (ORCID 0000-0002-7976-7049), Turhan Carroll (ORCID 0000-0002-0527-9544), Maya Patel (ORCID 0009-0002-0243-3961), Andrea Wooley
Source: Physical Review Physics Education Research. 2025 21(2).
Availability: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Physics, Science Teachers, Professional Identity, Equal Education, Secondary School Teachers, Self Concept, Teacher Attitudes, Knowledge Level, Teaching Experience, Pedagogical Content Knowledge
DOI: 10.1103/qmv3-jwm2
ISSN: 2469-9896
Abstract: Physics teacher identity encompasses teachers' beliefs and views toward being a physics teacher. Physics teacher identity is influenced by teachers' perspectives on physics teaching and learning. Previous studies on teacher identity in general suggest that the construct is complex and malleable. Studies further suggest that it influences instructional methods, student engagement, and classroom environment. However, within physics education, there has yet to be an examination of how physics teacher identity influences "equitable" teaching approaches. This qualitative study sought to identify various dimensions of physics teacher identity and its implications for physics education research. We interviewed secondary and postsecondary physics teachers (N=1?0) from different regions of the country with varying years of experience. We searched for consistent themes regarding the influence of physics teacher identity on equitable instruction using a conceptual framework that examines conceptions of self, others, knowledge, and pedagogy. Findings showed that teachers held a variety of conceptions of self and others, while many struggled to describe their conceptions of knowledge and pedagogy. Our findings are significant for physics teachers, educators, and researchers aiming to employ equitable teaching strategies. Ultimately, this study fostered a deeper understanding of the relationship between physics teacher identity and equitable instruction.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483696
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Clausell+Mathis%22">Clausell Mathis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1800-7062">0000-0002-1800-7062</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jomo+Mutegi%22">Jomo Mutegi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7976-7049">0000-0002-7976-7049</externalLink>)<br /><searchLink fieldCode="AR" term="%22Turhan+Carroll%22">Turhan Carroll</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0527-9544">0000-0002-0527-9544</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maya+Patel%22">Maya Patel</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-0243-3961">0009-0002-0243-3961</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrea+Wooley%22">Andrea Wooley</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Physical+Review+Physics+Education+Research%22"><i>Physical Review Physics Education Research</i></searchLink>. 2025 21(2).
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  Data: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
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  Data: Physics teacher identity encompasses teachers' beliefs and views toward being a physics teacher. Physics teacher identity is influenced by teachers' perspectives on physics teaching and learning. Previous studies on teacher identity in general suggest that the construct is complex and malleable. Studies further suggest that it influences instructional methods, student engagement, and classroom environment. However, within physics education, there has yet to be an examination of how physics teacher identity influences "equitable" teaching approaches. This qualitative study sought to identify various dimensions of physics teacher identity and its implications for physics education research. We interviewed secondary and postsecondary physics teachers (N=1?0) from different regions of the country with varying years of experience. We searched for consistent themes regarding the influence of physics teacher identity on equitable instruction using a conceptual framework that examines conceptions of self, others, knowledge, and pedagogy. Findings showed that teachers held a variety of conceptions of self and others, while many struggled to describe their conceptions of knowledge and pedagogy. Our findings are significant for physics teachers, educators, and researchers aiming to employ equitable teaching strategies. Ultimately, this study fostered a deeper understanding of the relationship between physics teacher identity and equitable instruction.
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