Stories we live, identities we build: how are elementary teachers’ science identities shaped by their lived experiences?-Reference-Cited by-同舟云学术

Stories we live, identities we build: how are elementary teachers’ science identities shaped by their lived experiences?

Published:2018-02-20 Issue:1 Volume:14 Page:33-59
ISSN:1871-1502
Container-title:Cultural Studies of Science Education
language:en
Short-container-title:Cult Stud of Sci Educ

Author:

Avraamidou Lucy^ORCID

Publisher

Springer Science and Business Media LLC

Subject

Cultural Studies

Link

http://link.springer.com/article/10.1007/s11422-017-9855-8/fulltext.html

Reference36 articles.

1. Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50, 145–179. https://doi.org/10.1080/03057267.2014.937171 .

2. Avraamidou, L. (Ed.). (2016a). Studying science teacher identity: Theoretical, methodological and empirical explorations. Rotterdam: Sense Publishers. .

3. Avraamidou, L. (2016b). Intersections of life histories and science identities: The stories of three preservice elementary teachers. International Journal of Science Education, 38, 861–884. https://doi.org/10.1080/09500693.2016.1169564 .

4. Avraamidou, L. (2017). A well-started beginning elementary teacher’s beliefs and practices in relation to reform recommendations about inquiry-based science. Cultural Studies of Science Education, 12, 331–353. https://doi.org/10.1007/s11422-015-9700-x .

5. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128. https://doi.org/10.1016/j.tate.2003.07.001 .

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