Identity and Discourse
Research has highlighted the struggles involved in constructing an identity as a teacher of science during the vulnerable time of teacher education and during the first year of teaching, where personal biographies and visions meet the cultural expectations from teacher educators and schools (Hayes, 2002; Saka, Southerland, Kittleson, Hutner, 2013; Wilson Kittleson, 2012; Volkmann Anderson, 1998) In contemporary recommendations for science teaching practice, inquiry forms of teaching and learning hold a central position across the world (Gott Duggan, 2007; Hayes, 2002; Kim Tan, 2011; Poon, Lee, Tan, Lim, 2012; Warwick Siraj Blatchford, 2006)