Exploring Indonesian preservice physics teachers’ development of physics identity and physics teacher identity

This study explores preservice physics teachers’ physics identity and physics teacher identity development following a course that incorporated the use of multiple representations (MR) based instructional approach. The study is grounded within research evidence showing that specific instructional practices might influence the development of identity. The study began with a systematic literature review about the role of the MR-based instructional approach in the physics education field, especially for undergraduate students. Following that, an introductory university physics course was redesigned to incorporate the use of MR. Next, a research exploration through a quasi-experiment design study was performed to examine the development of the physics identity of 61 preservice physics teachers. Lastly, a qualitative case study was conducted to explore 21 preservice physics teachers’ identity development. The results of the study revealed that the development of physics identity and physics teacher identity is directly related to “competence” which refers to conceptual understanding and problem-solving abilities. In addition, the development of identity has been found to be directly related to “self-view” and “interest”. These findings have implications for future research aimed at supporting preservice physics teachers’ identity development.