Preface and Acknowledgements -- Studying Science Teacher Identity: An Introduction -- Practice-Linked Identity Development in Science Teacher Education: GET REAL! Science as a Figured World -- Positional Identity as a Framework to Studying Science Teacher Identity Looking at the Experiences of Teachers of Color -- Identity and Discourse: Gee’s Discourse Analysis as a Way of Approaching the Constitution of Primary Science Teacher Identities -- On the Nature of Professional Identity for Nature of Science: Characteristics of Teachers Who View Themselves as Teachers of Nature of Science, and Their Classroom Practice -- Teaching for Social Justice in Science Education: Helping a New Teacher Develop a Social Justice Identity -- Curricular Role Identity: What Kind of Science Teacher Will I Be? Teachers’ Curricular Role Identity for Elementary Science -- Telling Stories: Intersections of Life Histories and Science Teaching Identities -- Elementary School Teachers Constructing Teacher-of-Science Identities: Two Communities of Practice Coming Together -- Supporting Teachers in (Re)Constructing Identities as Leaders: The Role of Professional Development -- Making Sense of the Interplay of Identity, Agency, and Context in the Development of Beginning Science Teachers in High-Poverty Schools; Identity Development of Mothers as Afterschool Science Teachers -- Practices and Emerging Identities of Beginning Science Teachers in Online and Offline Communities of Practice: A Longitudinal Mixed Methods Study -- Becoming and Belonging: From Identity to Experience as Developmental Category in Science Teaching and Teacher Education -- Implications of Framing Teacher Development as Identity Construction for Science Teacher Education Research and Practice.The overarching goal of this book volume is to illuminate how research on science teacher identity has deepened and complicated our understanding of the role of identity in examining teacher learning and development. The collective chapters, both theoretical and empirical, present an array of conceptual underpinnings that have been used to frame science teacher identity, document the various methodological approaches that researchers have implemented in order to study science teacher identity within various contexts, and offer empirical evidence about science teacher identity development. The findings of the studies presented in this volume support the argument that teacher identity is a dynamic, multidimensional and comprehensive construct, which provides a powerful lens for studying science teacher learning and development for various reasons. First, it pushes our boundaries by extending our definitions of science teacher learning and development as it proposes new ways of conceptualizing the processes of becoming a science teacher. Second, it emphasizes the role of the context on science teacher learning and development and pays attention to the experiences that teachers have as members of various communities. Third, it allows us to examine the impact of various sub-identities, personal histories, emotions, and social markers, such as ethnicity, race, and class, on science teachers’ identity development. The book aims at making a unique and deeply critical contribution to notions around science teacher identity by proposing fresh theoretical perspectives, providing empirical evidence about identity development, offering a set of implications for science teacher preparation, and recommending directions for future research.