Studying Science Teacher Identity

Theoretical, Methodological and Empirical Explorations

  • Lucy Avraamidou

Table of contents

  1. Front Matter
    Pages i-viii
  2. Lucy Avraamidou
    Pages 1-14
  3. Anna T. Danielsson, Paul Warwick
    Pages 71-88
  4. Valarie L. Akerson, Ingrid S. Carter, Naime Elcan
    Pages 89-110
  5. Maria S. Rivera Maulucci, Kassidy T. Fann
    Pages 111-128
  6. Cory T. Forbes, Mandy Biggers
    Pages 129-151
  7. Lucy Avraamidou
    Pages 153-175
  8. Justine M. Kane, Maria Varelas
    Pages 177-195
  9. Deborah Hanuscin, Somnath Sinha, Michael Hall
    Pages 197-218
  10. Wolff-Michael Roth
    Pages 295-320

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.


Science Teacher Identity Self Becoming

Editors and affiliations

  • Lucy Avraamidou
    • 1
  1. 1.University of NicosiaCyprus

Bibliographic information