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International Journal of Science Education Volume 36, 2014 - Issue 1
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Original Articles

‘All We Did was Things Like Forces and Motion …’: Multiple Discourses in the development of primary science teachers

Anna DanielssonDepartment of Education, Uppsala University, Box 2136, Uppsala75002, Sweden;Faculty of Education, University of Cambridge, 184 Hills Road, CambridgeCB2 8PQ, UKCorrespondence[email protected]
&
Paul WarwickFaculty of Education, University of Cambridge, 184 Hills Road, CambridgeCB2 8PQ, UK
Pages 103-128 | Published online: 31 Oct 2012

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Christa Haverly & Elizabeth A. Davis. (2023) Unpacking readiness for elementary science teaching: what preservice teachers bring and how that can be shaped through teacher education. Studies in Science Education 0:0, pages 1-45.
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Lotta Jons & John Airey. (2023) An Agreed Figured World – Conceptualizing Good Physics Teachers in a Finnish University. Journal of Science Teacher Education 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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Martha M. Canipe. (2020) Negotiating Dissonant Identities as a Teacher of Science During Student Teaching. Journal of Science Teacher Education 31:8, pages 914-931.
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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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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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Susan Poland, Amanda Colburn & David E. Long. (2017) Teacher perspectives on specialisation in the elementary classroom: implications for science instruction. International Journal of Science Education 39:13, pages 1715-1732.
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Lucy Avraamidou. (2014) Studying science teacher identity: current insights and future research directions. Studies in Science Education 50:2, pages 145-179.
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Articles from other publishers (2)

Johanna Larsson, John Airey, Anna T. Danielsson & Eva Lundqvist. (2018) A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators. Research in Science Education 50:6, pages 2559-2585.
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Leslie U. Bradbury & Rachel E. Wilson. (2020) Questioning the prevailing narrative about elementary science teachers: An analysis of the experiences of science teacher enthusiasts. Science Education 104:3, pages 421-445.
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