Identity Development of Mothers as Afterschool Science Teachers

Research on teacher identity development in science education has concentrated on the identity development of classroom teachers (e.g., Avraamidou, 2014; Beijaard, McKinnon, & Lamberts, 2014; Flores & Day, 2006; Luehmann, 2007; Meijer & Verloop, 2004; Volkmann & Anderson, 1998; Watson, 2009). Among these authors are researchers who have reported on how informal science education venues have assisted in classroom teacher identity development (Avraamidou, 2014; Luehmann, 2007; McKinnon & Lamberts, 2014).