Document Type

Article

Publication Date

2025

DOI

10.1103/qmv3-jwm2

Publication Title

Physical Review Physics Education Research

Volume

21

Issue

2

Pages

020123

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 = 10) 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.

Rights

© 2025 The Authors.

Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) License. Further distribution of this work must maintain attribution to the authors and the published article’s title, journal citation, and DOI.

ORCID

0000-0002-7976-7049 (Mutegi)

Original Publication Citation

Mathis, C., Mutegi, J., Carroll, T., Patel, M., & Wooley, A. (2025). Exploring physics teacher identity: Pathways toward equitable instruction among teachers. Physical Review Physics Education Research, 21(2), Article 020123. https://doi.org/10.1103/qmv3-jwm2

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