Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22837
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dc.contributor.authorHobbs, Lindaen
dc.contributor.authorWhannell, Roberten
local.source.editorEditor(s): Geoff Woolcott and Robert Whannellen
dc.date.accessioned2018-04-18T10:17:00Z-
dc.date.issued2017-
dc.identifier.citationTeaching Secondary Science: Theory and Practice, p. 236-258en
dc.identifier.isbn9781316636114en
dc.identifier.urihttps://hdl.handle.net/1959.11/22837-
dc.description.abstractThis chapter is the 'mirror' to Chapter 1.2. In Chapter 1.2 you considered some of the thinking and theory that explained the process of how your identity as a teacher of science develops over time. You were introduced to a number of aspects involved in the process, including identity as a psychological construct, the role, or behaviours that we associate with each of our identities, the importance of the emotional experience of teaching science and how these emotions influence all aspects of the identity-building process. We also highlighted the importance of support from other people. In this chapter we will look at several specific strategies that you might use throughout your teaching career that will allow you to take personal control of your own identity-building process, to ensure that you become the teacher that you want to be. You will commence with a consideration of how your own personal life story has contributed to who you consider yourself to be as a science educator. The importance of aesthetic experiences in teaching will then be examined and will include techniques that will assist you in understanding your experiences. The chapter concludes with a description of a number of techniques that might be used to assist you in developing the academic identity of students.en
dc.languageenen
dc.publisherCambridge University Pressen
dc.relation.ispartofTeaching Secondary Science: Theory and Practiceen
dc.relation.isversionof1en
dc.titleBuilding identity and commitment to the teaching of scienceen
dc.typeBook Chapteren
dc.subject.keywordsTeacher Education and Professional Development of Educatorsen
local.contributor.firstnameLindaen
local.contributor.firstnameRoberten
local.subject.for2008130313 Teacher Education and Professional Development of Educatorsen
local.subject.seo2008970113 Expanding Knowledge in Educationen
local.profile.schoolSchool of Educationen
local.profile.emaill.hobbs@deakin.edu.auen
local.profile.emailrwhannel@une.edu.auen
local.output.categoryB2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20171013-114627en
local.publisher.placeCambridge, United Kingdomen
local.identifier.totalchapters18en
local.format.startpage236en
local.format.endpage258en
local.contributor.lastnameHobbsen
local.contributor.lastnameWhannellen
dc.identifier.staffune-id:rwhannelen
local.profile.orcid0000-0003-2128-8229en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:23021en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleBuilding identity and commitment to the teaching of scienceen
local.output.categorydescriptionB2 Chapter in a Book - Otheren
local.relation.urlhttps://nla.gov.au/anbd.bib-an59902927en
local.search.authorHobbs, Lindaen
local.search.authorWhannell, Roberten
local.uneassociationUnknownen
local.year.published2017en
local.subject.for2020390305 Professional education and trainingen
local.subject.for2020390307 Teacher education and professional development of educatorsen
local.subject.seo2020280114 Expanding knowledge in Indigenous studiesen
local.subject.seo2020280109 Expanding knowledge in educationen
dc.notification.tokencef6293f-0846-4e9e-9420-6e4f85abcccben
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School of Education
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