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Identity and Discourse

Gee’s Discourse Analysis as a Way of Approaching the Constitution of Primary Science Teacher Identities

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Studying Science Teacher Identity

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

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Abstract

Research has highlighted the struggles involved in constructing an identity as a teacher of science during the vulnerable time of teacher education and during the first year of teaching, where personal biographies and visions meet the cultural expectations from teacher educators and schools (Hayes, 2002; Saka, Southerland, Kittleson, & Hutner, 2013; Wilson & Kittleson, 2012; Volkmann & Anderson, 1998). In contemporary recommendations for science teaching practice, inquiry forms of teaching and learning hold a central position across the world (Gott & Duggan, 2007; Hayes, 2002; Kim & Tan, 2011; Poon, Lee, Tan, & Lim, 2012; Warwick & Siraj-Blatchford, 2006).

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Author information

Authors and Affiliations

  1. Associate Professor in Education, Uppsala University, Sweden

    Anna T. Danielsson

  2. Senior Lecturer of Primary Science, University of Cambridge, England

    Paul Warwick

Authors
  1. Anna T. Danielsson
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  2. Paul Warwick
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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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Danielsson, A.T., Warwick, P. (2016). Identity and Discourse. 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_4

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  • DOI: https://doi.org/10.1007/978-94-6300-528-9_4

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-528-9

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