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000762772 24500 $$aStudying science teacher identity :$$btheoretical, methodological and empirical explorations /$$cedited by Lucy Avraamidou.
000762772 260__ $$aRotterdam [The Netherlands] ;$$aBoston :$$bSense Pub.,$$c2016.
000762772 300__ $$a1 online resource (viii, 332 pages) :$$billustrations.
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000762772 4901_ $$aNew directions in mathematics and science education ;$$vvolume 30
000762772 504__ $$aIncludes bibliographical references.
000762772 5050_ $$aTABLE OF CONTENTS; PREFACE AND ACKNOWLEDGEMENTS; 1. STUDYING SCIENCE TEACHER IDENTITY: An Introduction; TEACHER DEVELOPMENT AS IDENTITY CONSTRUCTION; WHAT TO EXPECT FROM THIS BOOK; CONCLUDING COMMENTS; REFERENCES; 2. PRACTICE-LINKED IDENTITY DEVELOPMENT IN SCIENCE TEACHER EDUCATION: GET REAL! Science as a Figured World; REFORM-BASED SCIENCE TEACHING FOR SOCIAL JUSTICE: THE CHARGE AND THE CHALLENGE; Reform-Based Pedagogy; For Social Justice; Challenges of Reform-Based Science Teaching; Identity as a Lens for Becoming a Reform-Minded Science Teacher; Authoring Practice-Linked Identities.
000762772 5058_ $$aBecoming with OthersDesigning Learning Spaces for this Becoming; Get Real! Science Teacher Education Program as a Particular Figured World; GRS as Commitment; GRS as Curriculum and Tools; Learning to Teach in Out-of-School Time; GRS Recognition Work; GRS as Community; A STUDY OF BIANCA AND HER SCIENCE STARS; Science STARS -- The Club and the Youth; Data Sources and Analytical Approach; Bianca's Success and Struggles; DISCUSSION; REFERENCES; 3. POSITIONAL IDENTITY AS A FRAMEWORK TO STUDYING SCIENCE TEACHER IDENTITY: Looking at the Experiences of Teachers of Color; POSITIONAL IDENTITY.
000762772 5058_ $$aSUBJECT-MATTER TEACHER IDENTITYCOLLECTING INFORMATION ABOUT TEACHERS OF COLOR; SHARING TEACHER IDENTITY PERSPECTIVES; SHARING SCIENCE TEACHER IDENTITY PERSPECTIVES; Subject-Matter (Science) Teacher Identity Development; Reluctance in Subject-Matter (Science) Teacher Identity Development; Positional Identity and Science Teacher Identity Development; DISCUSSION OF IDENTITY FOR SCIENCE TEACHER EDUCTION; Early, Connected, and Relevant Field Experiences for PTOC; Positional Identity as a Framework for Looking at the Experiences of PTOC; CONCLUSION; REFERENCES.
000762772 5058_ $$a4. IDENTITY AND DISCOURSE: Gee's Discourse Analysis as a Way of Approaching the Constitution of Primary Science Teacher IdentitiesWORKING WITH TRAINEE TEACHERS; AN APPROACH TO ANALYSING IDENTITY FORMATION; Identity; Big 'D' Discourse; DISCOURSES IDENTIFIED IN THE STUDENT TEACHERS' TALK; Traditional Science Teaching Discourse; Teaching Science through Inquiry Discourse; Traditional Primary Teacher Discourse; Teacher as a Classroom Authority Discourse; Primary Teacher as a Role Model Discourse; Forming a Teacher Identity among Conflicting and Aligning Discourses.
000762772 5058_ $$aHOW CAN THIS WORK IMPACT TEACHER EDUCATION?But Why Is This Crucial for Teacher Educators?; REFERENCES; 5. ON THE NATURE OF PROFESSIONAL IDENTITY FOR NATURE OF SCIENCE: Characteristics of Teachers Who View Themselves as Teachers of Nature of Science, and Their Classroom Practice; DEVELOPING PROFESSIONAL IDENTITIES AS TEACHERS OF NATURE OF SCIENCE (NOS); What is Teacher Identity?; Professional Identity is an Ongoing Process of Interpretation and Re-Interpretation of Experiences; Identity Implies both Person and Context; Professional Teacher Identity Consists of Sub-Identities.
000762772 506__ $$aAccess limited to authorized users.
000762772 520__ $$aThe overarching goal of this book volume is to illuminate how research on science teacher identity has deepened and complicated our understanding of the role of identity in examining teacher learning and development. The collective chapters, both theoretical and empirical, present an array of conceptual underpinnings that have been used to frame science teacher identity, document the various methodological approaches that researchers have implemented in order to study science teacher identity within various contexts, and offer empirical evidence about science teacher identity development. The findings of the studies presented in this volume support the argument that teacher identity is a dynamic, multidimensional and comprehensive construct, which provides a powerful lens for studying science teacher learning and development for various reasons. First, it pushes our boundaries by extending our definitions of science teacher learning and development as it proposes new ways of conceptualizing the processes of becoming a science teacher. Second, it emphasizes the role of the context on science teacher learning and development and pays attention to the experiences that teachers have as members of various communities. Third, it allows us to examine the impact of various sub-identities, personal histories, emotions, and social markers, such as ethnicity, race, and class, on science teachers' identity development. The book aims at making a unique and deeply critical contribution to notions around science teacher identity by proposing fresh theoretical perspectives, providing empirical evidence about identity development, offering a set of implications for science teacher preparation, and recommending directions for future research.
000762772 588__ $$aDescription based on print version record.
000762772 650_0 $$aScience teachers.
000762772 650_0 $$aTeaching$$xVocational guidance.
000762772 650_0 $$aEducation.
000762772 7001_ $$aAvraamidou, Lucy,$$eeditor.
000762772 77608 $$iPrint version:$$tStudying science teacher identity.$$dRotterdam [The Netherlands] ; Boston : Sense Pub., 2016$$z9463003770$$w(OCoLC)931807958
000762772 830_0 $$aNew directions in mathematics and science education ;$$vv. 30.
000762772 852__ $$bebk
000762772 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-94-6300-528-9$$zOnline Access$$91397441.1
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