This chapter examines the affordances of museum resources in informal settings and how they shape science teacher identity. More specifically, this chapter discusses how residents learning how to teach in school settings leverage experiences of learning to teach in museum settings.
Gupta, P., Trowbridge, C., & Macdonald, M. (2016). Breaking dichotomies: Learning to be a teacher of science in formal and informal settings. In L. Avraamidou & W. M. Roth (Eds.), Intersections of formal and informal science (pp. 178-188).New York, NY: Routledge.