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 |
| 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 |
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