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Exploring the Science Teacher Identity of Elementary Pre-Service Teachers in a Science Method Course: A Mixed Methods Study

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Title: Exploring the Science Teacher Identity of Elementary Pre-Service Teachers in a Science Method Course: A Mixed Methods Study
Language: English
Authors: Taiwo Jumoke Ogundapo (ORCID 0009-0000-3139-8048), Kady Lane (ORCID 0000-0002-3165-3667), Valarie Akerson (ORCID 0000-0002-0945-6149)
Source: International Journal of Research in Education and Science. 2025 11(2):247-263.
Availability: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Science Teachers, Self Concept, Professional Identity, Elementary School Teachers, Preservice Teachers, Student Attitudes, Measures (Individuals), Methods Courses, Teacher Education Programs, Science Instruction
ISSN: 2148-9955
Abstract: This study explores the science teacher identities of 35 elementary pre-service teachers enrolled in an elementary science methods course in the third year of their professional coursework. Using an explanatory sequential mixed methods approach, this research answered two research questions: How do pre-service teachers view themselves as science educators, and what factors affect their science teacher identity during science methods courses? Data was collected using a survey that included an adapted version of the McDonalds et al. (2019) STEM professional identity overlap (STEM-PIO) instrument. This instrument featured both quantitative components (a single-item pictorial response scale) and qualitative elements (two open-ended questions). Findings revealed that most participants (69%) perceived themselves as possessing a partial alignment between their self-image and that of a science teacher. Further results indicate that instructional experiences that prepare pre-service teachers for science instruction within a methods class play a significant role in shaping their identity as science teachers. This research is crucial for researchers and teacher education to understand the factors responsible for the development of pre-service teachers' science identity as it pertains to a science methods class.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475397
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1475397
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  Data: Exploring the Science Teacher Identity of Elementary Pre-Service Teachers in a Science Method Course: A Mixed Methods Study
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  Data: <searchLink fieldCode="AR" term="%22Taiwo+Jumoke+Ogundapo%22">Taiwo Jumoke Ogundapo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-3139-8048">0009-0000-3139-8048</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kady+Lane%22">Kady Lane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3165-3667">0000-0002-3165-3667</externalLink>)<br /><searchLink fieldCode="AR" term="%22Valarie+Akerson%22">Valarie Akerson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0945-6149">0000-0002-0945-6149</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. 2025 11(2):247-263.
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  Data: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
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  Data: 18
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink>
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  Data: 2148-9955
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explores the science teacher identities of 35 elementary pre-service teachers enrolled in an elementary science methods course in the third year of their professional coursework. Using an explanatory sequential mixed methods approach, this research answered two research questions: How do pre-service teachers view themselves as science educators, and what factors affect their science teacher identity during science methods courses? Data was collected using a survey that included an adapted version of the McDonalds et al. (2019) STEM professional identity overlap (STEM-PIO) instrument. This instrument featured both quantitative components (a single-item pictorial response scale) and qualitative elements (two open-ended questions). Findings revealed that most participants (69%) perceived themselves as possessing a partial alignment between their self-image and that of a science teacher. Further results indicate that instructional experiences that prepare pre-service teachers for science instruction within a methods class play a significant role in shaping their identity as science teachers. This research is crucial for researchers and teacher education to understand the factors responsible for the development of pre-service teachers' science identity as it pertains to a science methods class.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 247
    Subjects:
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Methods Courses
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Science Instruction
        Type: general
    Titles:
      – TitleFull: Exploring the Science Teacher Identity of Elementary Pre-Service Teachers in a Science Method Course: A Mixed Methods Study
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            NameFull: Taiwo Jumoke Ogundapo
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          Name:
            NameFull: Kady Lane
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            NameFull: Valarie Akerson
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              M: 01
              Type: published
              Y: 2025
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              Value: 2148-9955
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              Value: 11
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            – TitleFull: International Journal of Research in Education and Science
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