國立虎尾科技大學 |

Studying science teacher identity = theoretical, methodological and empirical explorations /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Studying science teacher identity/ edited by Lucy Avraamidou.
Reminder of title:	theoretical, methodological and empirical explorations /
other author:	Avraamidou, Lucy.
Published:	Rotterdam :SensePublishers : : 2016.,
Description:	viii, 332 p. :ill., digital ; : 25 cm.;
Contained By:	Springer eBooks
Subject:	Science teachers. -
Online resource:	http://dx.doi.org/10.1007/978-94-6300-528-9
ISBN:	9789463005289

Studying science teacher identity = theoretical, methodological and empirical explorations /
Studying science teacher identitytheoretical, methodological and empirical explorations /[electronic resource] :edited by Lucy Avraamidou. - Rotterdam :SensePublishers :2016. - viii, 332 p. :ill., digital ;25 cm. - New directions in mathematics and science education ;v.30. - New directions in mathematics and science education ;v.24..

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.

ISBN: 9789463005289

Standard No.: 10.1007/978-94-6300-379-7doiSubjects--Topical Terms:

1104025
Science teachers.

LC Class. No.: LB1775 / .S78 2016

Dewey Class. No.: 370

Studying science teacher identity = theoretical, methodological and empirical explorations /
LDR:02824nam a2200325 a 4500 001 861530
003 DE-He213
005 20160830085852.0
006 m d
007 cr nn 008maaau
008 170720s2016 ne s 0 eng d
020 $a 9789463005289 $q (electronic bk.)
020 $a 9789463003780 $q (pbk.)
020 $a 9789463003773 $q (hbk.)
024 7 $a 10.1007/978-94-6300-379-7 $2 doi
035 $a 978-94-6300-528-9
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1775 $b .S78 2016
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 370 $2 23
090 $a LB1775 $b .S933 2016
245 0 0 $a Studying science teacher identity $h [electronic resource] : $b theoretical, methodological and empirical explorations / $c edited by Lucy Avraamidou.
260 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2016.
300 $a viii, 332 p. : $b ill., digital ; $c 25 cm.
490 1 $a New directions in mathematics and science education ; $v v.30
520 $a 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.
650 0 $a Science teachers. $3 1104025
650 0 $a Teaching $x Vocational guidance. $3 573305
650 1 4 $a Education. $3 555912
650 2 4 $a Education, general. $3 1068901
700 1 $a Avraamidou, Lucy. $3 1104024
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer eBooks
830 0 $a New directions in mathematics and science education ; $v v.24. $3 882599
856 4 0 $u http://dx.doi.org/10.1007/978-94-6300-528-9
950 $a Education (Springer-41171)