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Contemporary Educational Psychology, 54, 255–270. https://doi.org/10.1016/J.CEDPSYCH.2018.07.002 Carrier, S. J., Whitehead, A. N., Walkowiak, T. A., Luginbuhl, S. C., & Thomson, M. M. (2017). The development of elementary teacher identities as teachers of science. International Journal of Science Education, 39(13), 1733–1754. https://doi.org/10.1080/09500693.2017.1351648 Thomson, M. M., & Nietfeld, J. L. (2016). Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States. JOURNAL OF EDUCATIONAL RESEARCH, 109(4), 360–374. https://doi.org/10.1080/00220671.2014.968912 Thomson, M. M., DiFrancesca, D., Carrier, S., & Lee, C. (2016). Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States. Teacher Development, 21(1), 1–20. https://doi.org/10.1080/13664530.2016.1204355 Lee, J., Turner, J. E., & Thomson, M. M. (2015). 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Guided Field Observations: Variables Related to Preservice Teachers' Knowledge about Effective Primary Reading Instruction∗. Literacy Research and Instruction, 47(2), 76–98. https://doi.org/10.1080/19388070801938247 Losh, S. C., Wilke, R., & Pop, M. (2008). Some Methodological Issues with “Draw a Scientist Tests” among Young Children. International Journal of Science Education, 30(6), 773–792. https://doi.org/10.1080/09500690701250452