The purpose of this study is to challenge the prevailing negative narrative related to elementary science teaching by investigating the experiences of elementary teachers who identify as science teacher enthusiasts (STEs). Holland, Lachiotte, Skinner, and Cain (1998)'s conception of identity as an ongoing production or construction in a socio‐cultural context served as a theoretical framing for exploring structural and personal supports and constraints related to the development of elementary teachers’ science teaching identities. Through interviews with 13 inservice elementary teachers with a range of experience (1–40 years), we found that students’ enthusiasm for science, connections with other enthusiasts, and opportunities for integrating science with other content areas were the major supports for consistent science teaching. Positive emotions associated with these supports helped the participants mitigate constraints such as lack of time, resources, testing, and not feeling comfortable with the science content frequently associated with portraits of elementary teachers. By understanding the experiences of STEs, science educators can use their role as preservice educators and professional developers to provide these supports to bolster the science teaching identity trajectories of individuals with whom they work.

中文翻译：

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质疑有关基础科学老师的流行叙述：对科学老师爱好者的经历的分析

这项研究的目的是通过调查被确定为科学老师爱好者（STE）的基础老师的经验，来挑战与基础科学教学相关的普遍否定性叙述。Holland，Lachiotte，Skinner和Cain（1998）的身份认同概念是在社会文化背景下进行中的生产或建设，为探索与基础教师科学发展相关的结构和个人支持与制约提供了理论框架教学身份。通过采访13位具有丰富经验（1至40年）的在职基础教师，我们发现学生对科学的热情，与其他狂热者的联系以及将科学与其他内容领域融合的机会是持续科学教学的主要支持。与这些支持相关的积极情绪帮助参与者减轻了诸如时间，资源，测试的缺乏等约束，并减轻了对经常与基础教师肖像相关的科学内容的不适感。通过了解STE的经验，科学教育者可以利用其作为职前教育者和专业开发人员的作用来提供这些支持，以增强与他们一起工作的个人的科学教学身份轨迹。