| 书目名称 | Studying Science Teacher Identity | | 副标题 | Theoretical, Methodo | | 编辑 | Lucy Avraamidou | | 视频video | | | 概述 | This book volume brings together leading scholars in the field of science education and as the only book that focuses solely on science teacher identity, it makes a unique contribution to notions arou | | 丛书名称 | New Directions in Mathematics and Science Education | | 图书封面 |  | | 描述 | 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 | | 出版日期 | Book 2016 | | 关键词 | Science; Teacher; Identity; Self; Becoming | | 版次 | 1 | | doi | https://doi.org/10.1007/978-94-6300-528-9 | | isbn_ebook | 978-94-6300-528-9 | | copyright | SensePublishers-Rotterdam, The Netherlands 2016 |
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发表于 2025-3-21 17:28:32
