References
- Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50(2), 145-179. https://doi.org/10.1080/03057267.2014.937171
- Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93. https://doi.org/10.1016/j.tate.2014.09.005
- Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
- Bosser, U., & Lindahl, M. (2021). Teachers' Coordination of Dialogic and Authoritative Discourses Promoting Specific Goals in Socioscientific Issue-Based Teaching. International Journal of Science and Mathematics Education, 19(3), 461-482. https://doi.org/10.1007/s10763-020-10061-1
- Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. https://doi.org/10.1002/tea.20237
- Charteris, J., & Smardon, D. (2015). Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry. Teaching and Teacher Education, 50, 114-123. https://doi.org/10.1016/j.tate.2015.05.006
- Chen, J. L., & Mensah, F. M. (2018). Teaching contexts that influence elementary preservice teachers' teacher and science teacher identity development. Journal of Science Teacher Education, 29(5), 420-439. https://doi.org/10.1080/1046560x.2018.1469187
- Coldron, J., & Smith, R. (1999). Active location in teachers' construction of their professional identities. Journal of Curriculum Studies, 31(6), 711-726. https://doi.org/10.1080/002202799182954
- Day, C., Stobart, G., Kington, A., Sammons, P., & Last, J. (2003). Variations in teachers' lives, work and the impact on pupils. In 1st biennial conference of the international study association on teachers and teaching (ISAIT) (Vol. 27).
- Friesen, M. D., & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23-32. https://doi.org/10.1016/j.tate.2013.06.005
- Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125. https://doi.org/10.3102/0091732X025001099
- Geijsel, F., & Meijers, F. (2005). Identity learning: The core process of educational change. Educational Studies, 31(4), 419-430. https://doi.org/10.1080/03055690500237488
- Ha, H., Kang, E., & Kim, H. (2020). Exploring Pre-Service Science Teachers' Positioning and Epistemic Understanding in a Course about Designing Inquiry-Based Lessons. Journal of the Korean Association for Science Education, 40(3), 307-320. https://doi.org/10.14697/JKASE.2020.40.3.307
- Han, J. (2012). Research on the Pre-service teachers' Life and Identity Change in a College of Education. Teacher Education Research, 51(1), 75-89. https://doi.org/10.15812/TER.51.1.201204.75
- Heyd-Metzuyanim, E. (2017). A discursive approach to identity and critical transitions in mathematics learning. In Converging Perspectives on Conceptual Change (pp. 287-296). Routledge.
- Hong, J. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543. https://doi.org/10.1016/j.tate.2010.06.003
- Jo, I., Son, Y., & Kim, D. (2012). Analysis of Question Patterns Appearing in Teaching Demonstrations Which Applied Science Teachings Model Prepared by a Pre-service Biology Teacher. Journal of Science Education, 36(2), 167-185. https://doi.org/10.21796/jse.2012.36.2.167
- Joung, S., & Son, W. (2016). Qualitative Meta-Synthesis of the Elements and Process of Teacher Identity Building. Journal of Parent Education, 8(3), 181-202.
- Jung, H., & Nam, S. (2012). The Study of Elementary Social Studies Teacher Identity Formation Process. Research in Social Studies Education, 19(4), 143-158.
- Kang, H. (2011). Understanding how secondary science teacher candidates learn to teach: Analyzing the role of knowledge, practice, and professional identity. Michigan State University. Curriculum, Teaching, and Educational Policy.
- Kang, K. (2019). The Types of Questions and the Question-Answer Series Presented in Pre-service Biology Teachers' Microteaching. Biology Education, 47(2), 107-116, https://doi.org/10.15717/bioedu.2019.47.2.107
- Kim, H., & Lee, N. (2014). Exploring Pre-service Science Teacher's Professional Identity Focusing Student Teaching. Korean Journal of Teacher Education, 30(2), 171-201. https://doi.org/10.14333/KJTE.2014.30.2.171
- Kim, K., Yoon, J., Park, J., & Noh, T. (2011). The components of pedagogical content knowledge considered by secondary science pre-service teachers in planning and implementing teaching demonstrations. Journal of the Korean Association for Research in Science Education, 31(1), 99-114.
- Kraig A. Wray & Gail Richmond (2018) Factors Shaping the Agency of Beginning Science Teachers Working in High-Poverty Schools. Journal of Science Teacher Education, 29:8, 785-803.
- Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916. https://doi.org/10.1016/j.tate.2005.06.003
- Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science education, 91(5), 822-839. https://doi.org/10.1002/sce.20209
- Mumford, S., & Dikilitas, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education, 144, 103706. https://doi.org/10.1016/j.compedu.2019.103706
- Rha, K. (2016). An Analysis of the Teacher Identity Formation of Pre-service English Teachers over their Practicum. Studies in Linguistics, 38, 167-187.
- Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
- Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605-631. https://doi.org/10.1002/sce.20131
- Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22. https://doi.org/10.3102/0013189X034004014
- Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465. https://doi.org/10.1016/j.tate.2009.06.006
- Wade-Jaimes, K., King, N. S., & Schwartz, R. (2021). "You could like science and not be a science person": Black girls' negotiation of space and identity in science. Science Education, 105(5), 855-879. https://doi.org/10.1002/sce.21664
- Walkington, J. (2005). Becoming a teacher: encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53-64. https://doi.org/10.1080/1359866052000341124
- Yeom, J. (2003). Early Childhood Practicum: Stories of Experiences of Student Teachers. The Journal of Korean Teacher Education, 20(2), 223-248.