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Making Sense of the Interplay of Identity, Agency, and Context in the Development of Beginning Science Teachers in High-Poverty Schools

  • Chapter
Studying Science Teacher Identity

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

Abstract

Thousands of individuals enter all manner of science teacher preparation programs in North America each year, some that are university-based and some that are not, some that are more traditional, and some that are targeted with respect to preparing teachers for particular contexts or with a particular thematic or philosophical stance. Some of these candidates do not complete their programs, and among the many who do, many of these leave their careers within the first three years.

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Author information

Authors and Affiliations

  1. Science Education, Michigan State University, United States

    Gail Richmond (Professor)

Authors
  1. Gail Richmond
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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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Richmond, G. (2016). Making Sense of the Interplay of Identity, Agency, and Context in the Development of Beginning Science Teachers in High-Poverty Schools. 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_11

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  • DOI: https://doi.org/10.1007/978-94-6300-528-9_11

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-528-9

  • eBook Packages: EducationEducation (R0)

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