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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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
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