Abstract
This is a book on science teacher identity. As any book volume, it is the result of a collective effort, which represents the diverse perspectives, frameworks and tools that researchers have used to study science teacher identity. As such, the book introduces various theoretical approaches to framing science teacher identity and it reflects a series of methodological procedures as well as tools that researchers have employed in their works, situated within multiple kinds of contexts. The purpose of the book is not to suggest a single, individual theory or a methodological approach to studying science teacher identity.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Abell, S. K., & Smith, D. C. (1994). What is science? Preservice elementary teachers’ conceptions of the nature of science. International Journal of Science Education, 16, 475–487.
Akerson, V. L., Abd-El-Khalick, F. S., & Lederman, N. G. (2000). Influence of a reflective activity-based approach on elementary teachers’ conceptions of the nature of science. Journal of Research in Science Teaching, 37, 295–317.
Avraamidou, L. (2013). Prospective elementary teachers’ science teaching orientations and experiences that impacted their development. International Journal of Science Education, 35, 1698–1724.
Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50, 145–179.
Avraamidou, L., & Zembal-Saul, C. (2005). Giving priority to evidence in science teaching: A first-year elementary teacher’s specialized knowledge and practices. Journal of Research in Science Teaching, 42, 965–986.
Avraamidou, L., & Zembal-Saul, C. (2010). In search of well-started beginning science teachers: Insights from two first-year elementary teachers. Journal of Research in Science Teaching, 47, 661–686.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.
Bryan, L. A. (2003). The nestedness of beliefs: Examining a prospective elementary teacher’s belief system about science teaching and learning. Journal of Research in Science Teaching, 40, 835–868.
Bullough, R. V. (1997). Practicing theory and theorizing practice. In J. Loughran & T. Russell (Eds.), Purpose, passion and pedagogy in teacher education (pp. 13–31). London, England: Falmer Press.
Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44, 1187–1218.
Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. New York, NY: Teachers College Press.
Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263–272.
Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44, 613–642.
Forbes, C., & Davis, E. A. (2008). Development of preservice elementary teachers’ curricular identity for science teaching. Science Education, 92, 909–940.
Friedrichsen, P., & Dana, T. (2005). A substantive-level theory of highly-regarded secondary biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42, 218–244.
Friedrichsen, P., Van Driel, J. H., & Abell, S. K. (2010). Taking a closer look at science teaching orientations. Science Education, 95, 358–376.
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
Gee, J. P. (2005). An introduction to discourse analysis. Theory and method (Vol. 2). New York, NY: Routledge.
Lee, Y.-J. (2012). Identity-based research in science education. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 35–45). Dordrecht, The Netherlands: Springer.
Luehmann, A. L., & Markowitz, D. (2007). Science teachers’ perceived benefits of an out-of-school enrichment programme: Identity needs and university affordances. International Journal of Science Education, 29, 1133–1161.
Moore, F. M. (2008). Positional identity and science teacher professional development. Journal of Research in Science Teaching, 45, 684–710.
Rivera Maulucci, M. S. (2013). Emotions and positional identity in becoming a social justice science teacher: Nicole’s story. Journal of Research in Science Teaching, 50, 453–478.
Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 732–755). New York, NY: Routledge.
Saka, Y., Southerland, S. A., Kittleson, J., & Hutner, T. (2013). Understanding the induction of a science teacher: The interaction of identity and context. Research in Science Education, 43, 1221–1244.
Varelas, M. (Ed.). (2012). Identity construction and science education research. Rotterdam, The Netherlands: Sense Publishers.
Varelas, M., House, R., & Wenzel, S. (2005). Beginning teachers immersed into science: Scientist and science teacher identities. Science Education, 89, 492–516.
Wallace, C. S. (2013). Promoting shifts in preservice science teachers’ thinking through teaching and action research in informal science settings. Journal of Science Teacher Education, 24, 811–832.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93, 687–719.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Avraamidou, L. (2016). Studying Science Teacher Identity. In: Avraamidou, L. (eds) Studying Science Teacher Identity. New Directions in Mathematics and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-528-9_1
Download citation
DOI: https://doi.org/10.1007/978-94-6300-528-9_1
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-528-9
eBook Packages: EducationEducation (R0)