Emerging Physics Education Researchers' Growth in Professional Agency: Case Study

TL;DR

This study examines how a professional development program fosters agency growth among emerging physics and mathematics education researchers, highlighting key elements that support their transition into education research.

Contribution

It identifies specific program components that effectively enhance agency and research capacity for faculty new to discipline-based education research.

Findings

Participants gained research agency through targeted program elements.

Supportive community and structured steps increased self-efficacy.

Program effectively facilitated transition into education research.

Abstract

Improving the physics enterprise to broaden participation in physics is one of the main goals of the physics education research community. Many classically trained physics faculty transition during their faculty career into engaging in research investigating the teaching and learning of their discipline. There is scarce research on the support and needs of these faculty as they engage in their first projects in this new research field for them. We investigate agency growth of two emerging physics education researchers and one emerging mathematics education researcher as they participate in a professional development program. We ground our case study analysis of interview data in a theoretical framework on agency. We identify the elements of the professional development program that were transformative in our case study participants' trajectory in education research. Receiving get-started information, building mechanisms to sustain research projects and engaging with a supportive community help participants transform general interests to specific questions, articulate concrete next-steps and increase their sense of self-efficacy. During this professional development program all three case study participants gain agency in this new area of research for them. These identified program elements that affect agency growth can inform professional development opportunities for faculty transitioning into discipline-based education research, which expands our understanding of how to build capacity in the field.