ABSTRACT
Preservice elementary science teachers are in the process of developing identities as teachers; fostering positive identities as science teachers is an important goal of teacher education (Danielewicz, 2001). Elementary science teachers often do not have strong identities as science teachers, but teachers who do have positive perceptions of themselves as science teachers are more likely to focus on their students and their learning and less likely to limit the number and kinds of science teaching practices they use (Appleton & Kindt, 2002). Therefore, it is critical that elementary teacher educators help their students learn to see themselves as science teachers.
