Elementary science teacher identity as a lived experience:Small stories in narrative analysis

In this chapter I present the story of a beginning elementary science teacher’s (Anna) science identity trajectory through time and across contexts. For the purpose of exploring Anna’s story I used various kinds of biographical data collected over a period of a year in Southern Europe. In conceptualizing identity as a lived experience, in this study I aimed to uncover through a life-history approach critical events that Anna had experienced through her participation as a science learner in various contexts and communities, elucidate the meaning that she had assigned to those events, and explore the ways in which those events impacted her science identity trajectory.