Studying Science Teacher Identity
Overview
- Editors:
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Lucy Avraamidou
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University of Nicosia, Cyprus
- This book volume brings together leading scholars in the field of science education and as the only book that focuses solely on science teacher identity, it makes a unique contribution to notions around teacher identity and identity development in science
- The authors of this volume offer fresh theoretical perspectives on conceptualizing science teacher identity, and provide empirical evidence about various programs in different parts of the world, that support science teacher identity development
- The book provides a set of contemporary implications for research on science teacher identity, science teacher preparation, and science teaching practices
About this book
The overarching goal of this book volume is to illuminate how research on science teacher identity has deepened and complicated our understanding of the role of identity in examining teacher learning and development. The collective chapters, both theoretical and empirical, present an array of conceptual underpinnings that have been used to frame science teacher identity, document the various methodological approaches that researchers have implemented in order to study science teacher identity within various contexts, and offer empirical evidence about science teacher identity development. The findings of the studies presented in this volume support the argument that teacher identity is a dynamic, multidimensional and comprehensive construct, which provides a powerful lens for studying science teacher learning and development for various reasons. First, it pushes our boundaries by extending our definitions of science teacher learning and development as it proposes new ways of conceptualizing the processes of becoming a science teacher. Second, it emphasizes the role of the context on science teacher learning and development and pays attention to the experiences that teachers have as members of various communities. Third, it allows us to examine the impact of various sub-identities, personal histories, emotions, and social markers, such as ethnicity, race, and class, on science teachers’ identity development. The book aims at making a unique and deeply critical contribution to notions around science teacher identity by proposing fresh theoretical perspectives, providing empirical evidence about identity development, offering a set of implications for science teacher preparation, and recommending directions for future research.
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Article
Open access
01 April 2024
Table of contents (15 chapters)
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Front Matter
Pages i-viii
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- Anna T. Danielsson, Paul Warwick
Pages 71-88
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- Valarie L. Akerson, Ingrid S. Carter, Naime Elcan
Pages 89-110
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- Maria S. Rivera Maulucci, Kassidy T. Fann
Pages 111-128
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- Cory T. Forbes, Mandy Biggers
Pages 129-151
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- Justine M. Kane, Maria Varelas
Pages 177-195
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- Deborah Hanuscin, Somnath Sinha, Michael Hall
Pages 197-218
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- Eunjin Bang, Julie A. Luft
Pages 261-293
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Editors and Affiliations
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University of Nicosia, Cyprus
Lucy Avraamidou