Abstract
This article explores the relationship between subject matter and secondary science teacher identity, or sense of self. Based on the recent literature on identity and responses of five secondary science teachers in in-depth interviews, I develop a multidimensional model of identity and discuss the role of subject matter in the teachers' descriptions of who they are as people and professionals. I offer implications of this relationship for science education reform and teacher education. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 811–834, 1998.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
