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Teresa Lupión-Cobos, José Hierrezuelo-Osorio, Isabel Cruz-Lorite & Ángel Blanco-López. (2024) Key factors in the reform of competence-based science teaching in Spain. A case study with secondary school teachers involved in a training programme focusing on context-based approach. Research in Science & Technological Education 42:2, pages 315-335.
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Lotta Jons & John Airey. (2024) An Agreed Figured World – Conceptualizing Good Physics Teachers in a Finnish University. Journal of Science Teacher Education 35:1, pages 5-23.
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Matthew R. Deroo & Michela Galante. (2023) Disciplinary Literacy Learning at the Museum: Supporting Preservice Teachers’ Expanded Understandings of Multimodality. Literacy Research and Instruction 62:4, pages 350-370.
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Markus Sebastian Feser & Inka Haak. (2023) Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects. Studies in Science Education 59:2, pages 287-320.
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Ingelise Giles, Nicole Cook, Zahra Hazari, Maria Fernandez & Laird Kramer. (2023) Examining the Effects of STEM Identity and Teaching Identity on Science and Mathematics Teaching Identity and Persistence in a Teaching Program. Journal of College Science Teaching 52:5, pages 14-19.
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Anica Miller-Rushing & Elizabeth Hufnagel. (2023) Trends in K-12 Teacher Agency Research: A Review of Science Education Research. Journal of Science Teacher Education 34:2, pages 157-180.
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Dale L Taylor & Bongi Bangeni. (2022) Resources Recruited by Science Teachers in Constituting Their Discourse Identities. Journal of Science Teacher Education 33:7, pages 726-743.
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Melissa A. Navarro Martell. (2022) Ciencias bilingües: how dual language teachers cultivate equity in dual language classrooms. International Journal of Bilingual Education and Bilingualism 25:6, pages 2142-2158.
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Efrat Eilam. (2022) Climate change education: the problem with walking away from disciplines. Studies in Science Education 58:2, pages 231-264.
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Emma Refvem, M. Gail Jones, K. Rende, Sarah Carrier & Megan Ennes. (2022) The Next Generation of Science Educators: Museum Volunteers. Journal of Science Teacher Education 33:3, pages 326-343.
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Anne Pellikka, Sonja Lutovac & Raimo Kaasila. (2022) The change in pre-service primary teachers’ possible selves in relation to science teaching. European Journal of Teacher Education 45:1, pages 43-59.
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Sonja M. Mork, Ellen K. Henriksen, Berit S. Haug, Doris Jorde & Merethe Frøyland. (2021) Defining knowledge domains for science teacher educators. International Journal of Science Education 43:18, pages 3018-3034.
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Aminath Shiyama. (2021) Teacher professional learning in the Maldivian context: Working with congruencies for teacher identity as a socio-cultural identity. PRACTICE 0:0, pages 1-19.
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Deepika Menon & Saiqa Azam. (2021) Preservice Elementary Teachers’ Identity Development in Learning to Teach Science: A Multi-site Case Study. Journal of Science Teacher Education 32:5, pages 558-577.
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Elizabeth A.C. Rushton & Michael J. Reiss. (2021) Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature. Studies in Science Education 57:2, pages 141-203.
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Manuel Granjo, José Castro Silva & Francisco Peixoto. (2021) Teacher identity: can ethical orientation be related to perceived competence, psychological needs satisfaction, commitment and global self-esteem?. European Journal of Teacher Education 44:2, pages 158-179.
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Lara K. T. Smetana & Ali Kushki. (2021) Exploring Career Change Transitions through a Dialogic Conceptualization of Science Teacher Identity. Journal of Science Teacher Education 32:2, pages 167-187.
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Bing Wei, Nan Chen & Bo Chen. (2020) Teaching with laboratory work: the presentation of beginning science teachers’ identity in school settings. Research Papers in Education 35:6, pages 681-705.
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Laura Valdés-Sánchez & Mariona Espinet. (2020) Coteaching in a science-CLIL classroom: changes in discursive interaction as evidence of an English teacher’s science-CLIL professional identity development. International Journal of Science Education 42:14, pages 2426-2452.
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Wiljan Hendrikx. (2020) What we should do vs what we do: teachers’ professional identity in a context of managerial reform. Educational Studies 46:5, pages 607-623.
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Molly Weinburgh. (2020) Emerging, Existing, and Imagined Identities: A Case of Mid-Career and Late-Career Secondary Science Teacher Departure/Dropout. Journal of Science Teacher Education 31:6, pages 654-674.
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Katariina Stenberg & Katriina Maaranen. (2020) The differences between beginning and advanced student teachers’ teacher identities based on their practical theories. Education Inquiry 11:3, pages 196-210.
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Katriina Maaranen & Katariina Stenberg. (2020) Making beliefs explicit – student teachers’ identity development through personal practical theories. Journal of Education for Teaching 46:3, pages 336-350.
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Deepika Menon. (2020) Influence of the Sources of Science Teaching Self-Efficacy in Preservice Elementary Teachers’ Identity Development. Journal of Science Teacher Education 31:4, pages 460-481.
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Wendy Simms. (2020) Bringing environmental identity research into the classroom context: examining the theoretical foundations influencing its current use in the literature. Studies in Science Education 56:1, pages 35-76.
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Bing Wei & Nan Chen. (2019) Agency at work: two beginning science teachers’ stories in a context of curriculum reform in China. International Journal of Science Education 41:10, pages 1287-1302.
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Joanna K. Garner & Avi Kaplan. (2019) A complex dynamic systems perspective on teacher learning and identity formation: an instrumental case. Teachers and Teaching 25:1, pages 7-33.
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M. Gail Jones, Gina Childers, Thomas Andre, Elysa N. Corin & Rebecca Hite. (2018) Citizen scientists and non-citizen scientist hobbyists: motivation, benefits, and influences. International Journal of Science Education, Part B 8:4, pages 287-306.
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Karen Blackmore, Colin Howard & Alison Kington. (2018) Trainee teachers’ experience of primary science teaching, and the perceived impact on their developing professional identity. European Journal of Teacher Education 41:4, pages 529-548.
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Ashley N. Murphy, Melissa J. Luna & Malayna B. Bernstein. (2017) Science as experience, exploration, and experiments: elementary teachers’ notions of ‘doing science’. International Journal of Science Education 39:17, pages 2283-2303.
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Lauren Erdreich. (2017) Creating class-B: using a key symbol to become literate in educational discourse. Ethnography and Education 12:3, pages 311-328.
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Sarah J. Carrier, Ashley N. Whitehead, Temple A. Walkowiak, Sarah C. Luginbuhl & Margareta M. Thomson. (2017) The development of elementary teacher identities as teachers of science. International Journal of Science Education 39:13, pages 1733-1754.
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Pei-Ling Hsu, Giuliano Reis & Angelica Monarrez. (2017) Identity Discourse in Preservice Teachers' Science Learning Autobiographies and Science Teaching Philosophies. Canadian Journal of Science, Mathematics and Technology Education 17:3, pages 179-198.
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Lucy Avraamidou. (2016) Stories of self and science: preservice elementary teachers’ identity work through time and across contexts. Pedagogies: An International Journal 11:1, pages 43-62.
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Julie A. Luft, Shannon L. Dubois, Ryan S. Nixon & Benjamin K. Campbell. (2015) Supporting newly hired teachers of science: attaining teacher professional standards. Studies in Science Education 51:1, pages 1-48.
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Mimsi Janis & Nancy Holincheck. Layering identities as artist, advocate, and theatre educator: reflecting beyond experiences. Teachers and Teaching 0:0, pages 1-16.
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