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Identity Development of Mothers as Afterschool Science Teachers

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Book cover Studying Science Teacher Identity

Part of the book series: New Directions in Mathematics and Science Education ((NDMS))

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Abstract

Research on teacher identity development in science education has concentrated on the identity development of classroom teachers (e.g., Avraamidou, 2014; Beijaard, McKinnon, & Lamberts, 2014; Flores & Day, 2006; Luehmann, 2007; Meijer & Verloop, 2004; Volkmann & Anderson, 1998; Watson, 2009). Among these authors are researchers who have reported on how informal science education venues have assisted in classroom teacher identity development (Avraamidou, 2014; Luehmann, 2007; McKinnon & Lamberts, 2014).

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Author information

Authors and Affiliations

  1. Research Associate, Science Education, University of Maryland, United States

    Phyllis Katz

Authors
  1. Phyllis Katz
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Editor information

Editors and Affiliations

  1. University of Nicosia, Cyprus

    Lucy Avraamidou

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© 2016 Sense Publishers

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Katz, P. (2016). Identity Development of Mothers as Afterschool Science Teachers. In: Avraamidou, L. (eds) Studying Science Teacher Identity. New Directions in Mathematics and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-528-9_12

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  • DOI: https://doi.org/10.1007/978-94-6300-528-9_12

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-528-9

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