Teacher identity, the way teachers see themselves as professionals, is attracting growing interest in Science Education because it shapes how they teach and, in turn, what their students learn. It goes beyond knowledge and skills, bringing together beliefs, emotions, experiences and the teacher they aspire to be. This multidimensional view is especially useful during initial training, when that identity starts to take shape. This line examines how future and in-service science teachers build their professional identity and which factors influence it, to inform teacher education programmes that support teachers’ development from the start of their careers.

K E Y W O R D S

Teacher identity · Teacher competencies · Professional teacher development

FAPESP 2025/16497-9

Funded by FAPESP

Perceptions of science, teacher identity, and artificial intelligence: A comparative study with prospective teachers from Brazil and Spain on socioscientific issues

Duration: 2026-2029

Role: co-PI

PID2022-140001OA-I00

Funded by MCIU/AEI/10.13039/501100011033 and FEDER (UE)

Development and monitoring of pre-service and novice science teachers’ teaching identity. Study of the influence of the inquiry processes, emotional and gender profiles

Duration: 2023-2027

Role: PI

Web: www.inquiryteacherid.com

B1-2020-23 

Funded by Plan Propio · Universidad de Málaga 

Development and monitoring of the teaching identity of Physics and Chemistry pre-service and in-service Secondary Education teachers through a specific inquiry training program in the MEd

Duration: 2020-2023

Role: PI