While many studies have investigated the relationship between teachers’ identity work and developing practice, few have examined teacher candidates’ developing practice through a storied identity lens. Drawing upon narrative inquiry methodology and a storied identity analytic framework, I examined how the storied identities of learning science, choosing to become a science teacher, and becoming a science teacher shaped teacher candidates’ learning to teach. In particular, I examined the stories of two interns by focusing on their experiences as science learners, and transitions to becoming science teachers. Also, I examined the influence and implications of their identity on their instructional practice while learning to teach. This study suggests that a storied identity lens can provide a better understanding of the different practices that teachers enact under the same teaching context. The results have implications for teacher education programs to consider providing more opportunities for beginning teachers to tell their stories of science learning and learning to teach, and to be aware of how the social cultural context plays a role in shaping teachers’ practice.

虽然许多研究调查了教师身份工作与发展实践之间的关系，但很少有人通过传奇的身份视角来考察教师候选人的发展实践。利用叙事探究方法和传奇身份分析框架，我研究了学习科学、选择成为一名科学教师和成为一名科学教师的传奇身份如何影响教师候选人的教学学习。特别是，我通过关注两位实习生作为科学学习者的经历以及向科学教师的转变，研究了他们的故事。此外，我还研究了他们的身份对他们在学习教学时的教学实践的影响和含义。这项研究表明，一个有故事的身份镜头可以更好地理解教师在相同教学环境下制定的不同实践。研究结果对教师教育计划具有启示意义，即考虑为初级教师提供更多机会讲述他们的科学学习和学习教学的故事，并了解社会文化背景如何在塑造教师实践中发挥作用。