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Elementary Science Teacher Identity as a Lived Experience: Small Stories in Narrative Analysis

Chapter

Abstract

In this chapter I present the story of a beginning elementary science teacher’s (Anna) science identity trajectory through time and across contexts. For the purpose of exploring Anna’s story I used various kinds of biographical data collected over a period of a year in Southern Europe. In conceptualizing identity as a lived experience, in this study I aimed to uncover through a life-history approach critical events that Anna had experienced through her participation as a science learner in various contexts and communities, elucidate the meaning that she had assigned to those events, and explore the ways in which those events impacted her science identity trajectory.

Keywords

Science identity Narrative Elementary education 

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Institute for Science Education and CommunicationUniversity of GroningenGroningenThe Netherlands

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