Science teacher identities in the making

This commentary explores some of the salient aspects of Lucy Avraamidou’s study, specifically those of identity and the origins of those characteristics. I begin by considering the literature on identity and highlight some theoretical considerations, with an understanding that identity is fluid and an aspect of oneself in the making. Of particular importance will be contrasting ideas about science identity and science-teacher identity. By considering these two concepts separately I will explore their similarities and differences to offer a fuller view of the core assumption within Avraamidou’s study. I ask whether it is reasonable to consider “science identity” and “science teacher identity” simultaneously, given the context-dependent nature of each. Next, I will look at the information we are given about the subjects of Avraamidou’s study and suggest the advantages of seeing them in a slightly different view. And finally, I consider the recommendations from her study and suggest some alternative perspectives that may serve researchers and teacher preparation programs equally well equally well.