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ERIC Number: EJ1040486
Record Type: Journal
Publication Date: 2014
Pages: 35
Abstractor: As Provided
Reference Count: 101
ISSN: ISSN-0305-7267
Studying Science Teacher Identity: Current Insights and Future Research Directions
Avraamidou, Lucy
Studies in Science Education, v50 n2 p145-179 2014
Over the past 10?years an increasing number of articles have been published in leading science education journals that report on research about teacher identity and describe interventions that support teacher identity development. My purpose in this review paper is to examine how the construct of science teacher identity has been conceptualised and studied in science education. In doing so, I synthesise the findings of 29 empirical studies on teacher identity within the field of science education in an attempt to respond to the following questions: (a) In what ways have researchers used the construct of teacher identity to examine science teacher learning and development? (b) What approaches to supporting science teacher identity development have been documented in the literature? Following that, I identify gaps and limitations in the existing literature and I offer recommendations for future research in the area of science teacher identity and identity development: (a) studying teacher identity as a process; (b) connecting science teacher identity research and reform recommendations; (c) conducting large-scale, longitudinal and life-history studies; and (d) examining teacher identity enactment in school classrooms.
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A