Abstract
The inception of this chapter was actually quite personal, as its birth was a direct result of my own long, convoluted, and sometimes painful scholastic journey. Not infrequently, I would find myself pondering, “Of what does the actual evidence of one’s authentic self, one’s “identity,” consist? How can I best perceive and understand this identity? And, what do my conclusions mean, what do they tell me about how a person grows and learns to navigate the world?” Evolving through the intellectual and investigational processes these questions sparked, I came to be introduced to, and fascinated by, the various academic concepts used to describe the inevitable relationships that form between one’s practices and one’s identity—particularly the concepts of Cameron (2001), Holland, Lachicotte, Skinner, and Cain (2001), and Wenger (2008).
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Bang, E., Luft, J.A. (2016). Practices and Emerging Identities of Beginning Science Teachers in Online and Offline Communities of Practice. 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_13
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