The Influence of Experiences in the Pandemic Era on Novice Chemistry Teacher Identity

Author

Mayra Muñoz, Montclair State University

Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College for Education and Engaged Learning

Department/Program

Teacher Education and Teacher Development

Thesis Sponsor/Dissertation Chair/Project Chair

Douglas Larkin

Committee Member

Jeremy Price

Committee Member

Fernando Naiditch

Abstract

This study investigated the impact of the COVID-19 pandemic on the identity development of novice chemistry teachers. The central research question addressed how the science identity of novice chemistry teachers was influenced by significant social disruptions, such as those caused by the pandemic era. Utilizing Carlone and Johnson’s (2007) science identity framework, the research explored how science teachers constructed and experienced their professional identities, while Gee’s (2000) theories on the complexity of identity provided insight into the interwoven nature of various identity aspects. Recognizing a notable gap in research on the identity development of novice chemistry teachers, particularly within the context of the pandemic era, the study employed a case study approach to investigate both individual and collective experiences. A cross-case analysis revealed how the pandemic era reshaped these teachers’ identities, shedding light on how the personal and professional challenges they faced contributed to the evolution or destabilization of their science identities. The findings indicated that key challenges, such as technology integration, student engagement, and the intersecting crises during the pandemic era, played significant roles in shaping participants’ science identities. The study emphasized the need for rethinking science teacher preparation, providing long-term support for science identity development, reforming curricula and assessments, and strengthening professional development programs to better equip novice chemistry teachers for future educational challenges.

File Format

PDF

Recommended Citation

Muñoz, Mayra, "The Influence of Experiences in the Pandemic Era on Novice Chemistry Teacher Identity" (2025). Theses, Dissertations and Culminating Projects. 1572.
https://digitalcommons.montclair.edu/etd/1572