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Studying Science Teacher Identity

Theoretical, Methodological and Empirical Explorations

  • Book
  • © 2016

Overview

Editors:
  1. Lucy Avraamidou

    1. University of Nicosia, Cyprus

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  • 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

Part of the book series: New Directions in Mathematics and Science Education (NDMS)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-viii
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  2. Studying Science Teacher Identity

    • Lucy Avraamidou
    Pages 1-14

  3. Practice-Linked Identity Development in Science Teacher Education

    • April Luehmann
    Pages 15-47

  4. Positional Identity as a Framework to Studying Science Teacher Identity

    • Felicia Moore Mensah
    Pages 49-69

  5. Identity and Discourse

    • Anna T. Danielsson, Paul Warwick
    Pages 71-88

  6. On the Nature of Professional Identity for Nature of Science

    • Valarie L. Akerson, Ingrid S. Carter, Naime Elcan
    Pages 89-110

  7. Teaching for Social Justice in Science Education

    • Maria S. Rivera Maulucci, Kassidy T. Fann
    Pages 111-128

  8. Curricular Role Identity

    • Cory T. Forbes, Mandy Biggers
    Pages 129-151

  9. Telling Stories

    • Lucy Avraamidou
    Pages 153-175

  10. Elementary School Teachers Constructing Teacher-of-Science Identities

    • Justine M. Kane, Maria Varelas
    Pages 177-195

  11. Supporting Teachers in (Re)Constructing Identities as Leaders

    • Deborah Hanuscin, Somnath Sinha, Michael Hall
    Pages 197-218

  12. Making Sense of the Interplay of Identity, Agency, and Context in the Development of Beginning Science Teachers in High-Poverty Schools

    • Gail Richmond
    Pages 219-235

  13. Identity Development of Mothers as Afterschool Science Teachers

    • Phyllis Katz
    Pages 237-260

  14. Practices and Emerging Identities of Beginning Science Teachers in Online and Offline Communities of Practice

    • Eunjin Bang, Julie A. Luft
    Pages 261-293

  15. Becoming and Belonging

    • Wolff-Michael Roth
    Pages 295-320

  16. Implications of Framing Teacher Development as Identity Construction for Science Teacher Education Research and Practice

    • Carla Zembal-Saul
    Pages 321-332
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Keywords

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.


Editors and Affiliations

  • University of Nicosia, Cyprus

    Lucy Avraamidou

Bibliographic Information

  • Book Title: Studying Science Teacher Identity

  • Book Subtitle: Theoretical, Methodological and Empirical Explorations

  • Editors: Lucy Avraamidou

  • Series Title: New Directions in Mathematics and Science Education

  • DOI: https://doi.org/10.1007/978-94-6300-528-9

  • Publisher: SensePublishers Rotterdam

  • eBook Packages: Education, Education (R0)

  • Copyright Information: SensePublishers-Rotterdam, The Netherlands 2016

  • eBook ISBN: 978-94-6300-528-9Published: 11 April 2016

  • Edition Number: 1

  • Number of Pages: VIII, 332

  • Topics: Education, general

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