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Ethnographic Study of Un/Becoming an Elementary Science Teacher" (2017)

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Ethnographic Study of Un/Becoming an Elementary Science Teacher Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2017 Deterritorializing Dichotomies in Teacher Induction: A (Post)Ethnographic Study of Un/ Becoming an Elementary Science Teacher Maria Ferris Greene Wallace Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Education Commons Recommended Citation Wallace, Maria Ferris Greene, "Deterritorializing Dichotomies in Teacher Induction: A (Post)Ethnographic Study of Un/Becoming an Elementary Science Teacher" (2017). LSU Doctoral Dissertations. 4295. https://digitalcommons.lsu.edu/gradschool_dissertations/4295 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. DETERRITORIALIZING DICHOTOMIES IN TEACHER INDUCTION: A (POST)ETHNOGRAPHIC STUDY OF UN/BECOMING AN ELEMENTARY SCIENCE TEACHER A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College In Partial Fulfillment of the Requirements for the Degree of Doctor in Philosophy in The School of Education By Maria F.G. Wallace B.S., Millsaps College, 2009 M.A.T., Trinity University, 2010 August 2017 ©Copyright Maria F.G. Wallace All rights reserved ii To my family, whose love and life inspires my own. iii Acknowledgements The greatest gift we can give her is self-confidence. - Dad Rich relationships throughout my life have pushed me to be my best self and thus made this doctoral journey even thinkable. To my friends and family, whether it was during my childhood or later in life, each moment (regardless of duration) with you left a mark on my dissertation and doctoral journey. I am forever thankful. My dear husband, Davin, you have been my partner and teacher in so many ways. Whether it was ‘holding down the fort’ during my overnight commutes or writing by my side, you have continuously modeled what it means to be a rigorous, supportive, and joyful scholar. From ‘self-authored’ songs about our two dogs to philosophizing about feminist poststructuralism on our neighborhood walks, your unwavering support exceeds time and space. Mom, thank you for living vicariously through me. Again, I get to share this accomplishment and those to come with you by my side. Dad, thank you for planting seeds of hope throughout my life. From acorn to tree, your hope for something new lives on in me. Mark, you are a model of perseverance and self-determination, but also your belief in the unwavering capabilities of others underpins this entire dissertation. Jidi, thank you for always reminding me (and others) that everything is just simply beautiful. Aunt Linda, thank you for sharing stories from your 36 years of elementary teaching, ensuring I always took time to get some fresh air, and to take everything one-step at a time. My extended Wallace family, Ingrid, Paul, Emily, Kerstan, and the Demels, thank you for your constant support, good BBQ, and adventurous spirit. Siti and Klaus, thank you for ensuring I always had a lap full of steadfast canine love. This journey would not have been the same without you all. iv My past, present, and future friends, colleagues, mentors, and extended Greene and Ferris family, thank you for teaching me: Shaofei Han, David Robinson-Morris, Becky Carmicheal, Kelsie Johnson, Marc Higgins, Jinting Wu, Jesse Bazzul, Christine Beyers, Josephine Pham, Ben Van Allen, Benterah Morton, Becky Minzoni, Jessica Pilarczyk, Debra Ann Morgan, Dennis Gettinger, Adam Elder, Robyn Andermann, Regan Mitchell, Port Houston Elementary, Boston Collegiate Charter School, Trinity University MAT, Millsaps College, and my previous students, every memory with you will always linger in my work. LSU College of Human Sciences and Education, School of Education, and Curriculum Theory Project, thank you for helping me re-engage the nature of education as an extremely complicated phenomenon. My dissertation committee, thank you for providing space and time to cry, laugh, become tongue twisted, reflect, and sit in productive moments of silence, but mostly, the ability to imagine what might be. Dr. Angela W. Webb, my chair, thank you for helping me develop a cohesive vision for my doctoral journey, dissertation research, and career endeavors. Dr. Deborah Goldgaber, thank you for philosophizing entanglements of perceived binaries (true/false, culture/nature, social/biological, sex/gender, objective/subjective) with me, which percolate throughout the educative experience. Dr. Petra Munro Hendry, thank you for always asking just the right questions and helping me embrace life within study. Dr. Jacqueline Bach, thank you for your reminders of the critical praxis between theory and teacher education and making me feel like I was more capable than I thought myself. Dr. Jill Trepanier, thank you for your sincere enthusiasm, curiosity, and recognition of the always-already scientist in everyone. Lastly, the names filling the pages of this dissertation, June, Samantha, and the scholars who have made this dissertation intelligible, you all continue to inspire me to live and think deeply. Your mentorship, friendship, positivity, and sense of wonder have taught me so much. v Table of Contents Acknowledgements ........................................................................................................................ iv Table of Contents ........................................................................................................................... vi List of Tables .................................................................................................................................. x List of Figures ................................................................................................................................ xi Abstract ......................................................................................................................................... xii CHAPTER ONE: INTRODUCTION ............................................................................................. 1 Research Dilemma .............................................................................................................. 2 The Concept of Induction ....................................................................................... 6 The Mode of Inquiry ............................................................................................... 8 The Subject ............................................................................................................. 9 Deterritorializing the ‘Novice’ Science Teacher .................................................. 10 Affordances of Feminist Post-structural Theory ............................................................... 13 Research Question ............................................................................................................ 15 Summary of Chapter One ................................................................................................. 15 Key Terminology .............................................................................................................. 16 CHAPTER TWO: LITERATURE AND THEORETICAL UNDERPINNINGS ........................ 17 Reasons for Teacher Attrition ........................................................................................... 18 Advice from Stayers and Leavers ..................................................................................... 21 Current Retention Practices in Schools and Districts ....................................................... 21 Research on Science Teacher Induction ........................................................................... 24 Research on Elementary Science Teacher Induction ........................................................ 28 Teacher Preparation as Teacher Induction ........................................................................ 29 Putting Theory to Work: Feminist Post-structuralism ...................................................... 30 The Re/making of the Beginning Science Teacher ............................................... 31 Language ............................................................................................................... 32 Discourse ............................................................................................................... 34 Rationality, Knowledge, and Truth ....................................................................... 36 The Subject ........................................................................................................... 36 Power, Resistance, and Freedom .......................................................................... 39 Summary of Chapter Two ................................................................................................. 41 CHAPTER THREE: METHODOLOGICAL FOUNDATIONS OF ETHNOGRAPHY ............ 42 Historical Underpinnings of Ethnography ........................................................................ 43 Epistemological Underpinnings of Ethnography .............................................................. 46 Study Design ......................................................................................................... 48 Data Collection ....................................................................................................
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