TABLE 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.

Becoming 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.

SUBJECT-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.

4. 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.

HOW 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.