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New Directions in Mathematics and Science Education

Studying Science Teacher Identity

Theoretical, Methodological and Empirical Explorations

Editors: Avraamidou, Lucy (Ed.)

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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 scienceThe 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 developmentThe book provides a set of contemporary implications for research on science teacher identity, science teacher preparation, and science teaching practices

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  • ISBN 978-94-6300-528-9
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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.

Table of contents (15 chapters)

Table of contents (15 chapters)

Buy this book

eBook 37,45 €
price for Spain (gross)
  • ISBN 978-94-6300-528-9
  • Digitally watermarked, DRM-free
  • Included format: PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
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Bibliographic Information

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
Copyright
2016
Publisher
Sense Publishers
Copyright Holder
SensePublishers-Rotterdam, The Netherlands
eBook ISBN
978-94-6300-528-9
DOI
10.1007/978-94-6300-528-9
Edition Number
1
Number of Pages
VIII, 332
Topics

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