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Practice-Linked Identity Development in Science Teacher Education

GET REAL! Science as a Figured World

  • Chapter
Studying Science Teacher Identity

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

Abstract

Starting a teacher education program, for many, begins an entirely new adventure – the route to becoming a special kind of professional person. The application process foregrounds the many, varied and rich building blocks each future teacher brings to bear on their future learning project including things like growing up with a mother as a teacher, having served in the Peace Corp, teaching or developing summer camps, working 20 years as an engineer, or earning a bachelor’s degree in environmental science.

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Author information

Authors and Affiliations

  1. Associate Professor, Science Education, University of Rochester, New York, USA

    April Luehmann

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  1. April Luehmann
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Editors and Affiliations

  1. University of Nicosia, Cyprus

    Lucy Avraamidou

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Luehmann, A. (2016). Practice-Linked Identity Development in Science Teacher Education. 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_2

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  • DOI: https://doi.org/10.1007/978-94-6300-528-9_2

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-528-9

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