Preservice Physics Teachers’ Development of Physics Identities: the Role of Multiple Representations

Abstract Identity-based research in physics education has been receiving increased attention the past few years given potential of identity producing novel insights into ways’ students engage physics. In this study, we examined development preservice teachers’ through a specific instructional practice: specially designed course incorporating use multiple representations. Although programs and practices have found to influence identity, there is no clear evidence about kinds that might support its development. To examine representations on each component implemented used representation (MR)-based approach with group 61 teachers at public university Indonesia. Data were collected pre- post-questionnaire conceptual understanding test, post-test differences between components before after course, understandings, as well participants’ views MR-based approach. The findings revealed significant improvement two namely, competence interest, point instruction courses.