Identity has been repeatedly shown to shape science teachers’ instruction and, hence, to have critical implications for students’ learning. Through a review of literature in the field of science teacher identity, this chapter asserts that a better understanding of the development of science teacher identity is key to helping them face obstacles in implementing high-quality teaching, and hence to supporting their well-being and retention. Such understanding can offer a framework through which teacher education structures and processes can be designed and evaluated. The chapter discusses how scholars conceptualize science teacher identity and the different dimensions they attribute to it. It elaborates on arenas that shape teacher identity, including individual variables and personal histories, preparation and professional development programs, and school life. The chapter provides a brief overview of the methods used to study science teacher identity and concludes with implications for practice and research, including: viewing identity development as inherent to professional learning processes, attending to different identity dimensions and tensions between them, creating multiple diverse opportunities for authentic field experiences, and supporting identity development in in-service professional development programs and in on-the-job interactions between colleagues.
|Title of host publication||Handbook of Research on Science Teacher Education|
|Publisher||Taylor and Francis|
|Number of pages||12|
|State||Published - 1 Jan 2022|
ASJC Scopus subject areas
- Social Sciences (all)