Preservice Elementary Teachers’ Identity Development in Learning to Teach Science: A Multi-site Case Study

Menon, Deepika; Azam, Saiqa

doi:10.1080/1046560x.2020.1870810

Cited by 9 publications

(6 citation statements)

References 43 publications

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“…As mentioned earlier, Kaplan and Garner (2018) have identified social context as one of the factors that influences teachers' identity development. Indeed, the discourses that the science pre-service teachers participate in contribute to how they later on act as science teachers (Menon & Azam, 2021). A study conducted by Nghia and Tai (2017) shows that pre-service teachers' identities are shaped by teacher education programs and the interactions that the preservice teachers engage in with their peers.…”

Section: Discussionmentioning

confidence: 99%

“…The data presented in this study have shown that modules where pre-service science teachers learn their subject matter knowledge can potentially influence (both positively and negatively) the development of the science teacher identity in pre-service teachers. As other recent studies have shown that science teacher identity development in pre-service teachers is influenced by the ITE programs (e.g., Kier & Lee, 2017;Menon & Azam, 2021), it is important to rethink the practices in these programs. As such, the results of this study have certain implications for the science ITE programs and content modules:…”

Section: Conclusion Implications and Future Researchmentioning

confidence: 99%

“…The current study contributes to the existing literature on how science ITE programs contribute to science teacher identity in science pre-service teachers. Recently, there has been a move towards understanding how pre-service teachers construct their identity in their respective courses where they learn about teaching, such as science methodology courses (Kier & Lee, 2017;Menon & Azam, 2021). However, little has been done to explore how the preservice teachers construct their identity in content modules.…”

Section: Introductionmentioning

confidence: 99%

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Content modules as sites for developing science teacher identity in pre-service teachers: A case of one South African university

Khoza

2022

EURASIA J Math Sci Tech Ed

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Developing science identity in pre-service science teachers is important as it influences their perceptions about science teaching and learning. Pre-service teachers' science identity can be developed in their specific modules where they obtain content knowledge. Grounded in the notion of pre-service teachers' learning agendas, and identity development, this paper presents an argument pertaining to how science content modules at one South African university contribute to pre-service teachers' development of their identities as science teachers. Data were collected through individual interviews with 13 pre-service science teachers and analyzed using an inductive thematic analysis. The findings revealed four categories of aspects that influenced the pre-service science teachers' identity construction and development. The first is about the nature of the subject matter knowledge taught in the modules. The second is about the context in which this subject matter knowledge is taught. The third concerns how teaching is conducted, and the last comprises the nature of practical work. These findings are discussed, and the implications related to the structure of science content modules in initial science teacher education programs are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Conclusion Implications and Future Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Content modules as sites for developing science teacher identity in pre-service teachers: A case of one South African university

Khoza

2022

EURASIA J Math Sci Tech Ed

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“…Preservice teachers enter the teacher education programme with prior beliefs which shape their initial identity as teachers. Allowing students to write autobiographies and narratives describing and reflecting on their beliefs, and addressing those beliefs during the teacher education programme have been found helpful strategies to positively impact teacher identity development (Maaranen & Stenberg, 2020; Menon & Azam, 2021). Similarly, Timoštšuk and Ugaste (2010, p. 1567) also found that the'habit of asking oneself constantly how or why a certain situation came into being or why it is essential to look for answers to questions raised helps to change (develop) identity (p.1567).…”

Section: Teacher Identitymentioning

confidence: 99%

‘If there is nothing else there is teaching’: Professional identity of preservice teachers in Pakistan

Nawab

Zada

2022

Int J Training Development

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Coupled with developing required knowledge, skills and attitude, preservice teacher education is said to influence professional identity of a student teacher. This research aimed to understand professional identity development of prospective teachers who recently completed their 4‐year preservice teacher education programme in a public university in Pakistan. To achieve the stated purpose, the research used a case study approach and collected data through semistructured interviews from five preservice teachers who recently completed their preservice education. The data suggested that moral purpose in teaching was the most influential factor in teacher identity development in this region. In addition, the status of teachers in the region, teaching practice, workplace relationships and prospective teachers' own agency influence the way they shape and reshape their professional identity. Although unexplored through a systematic research, teacher identity has been a frequently discussed topic in the context of Pakistan. This paper reports the voices of unheard and less recognized individuals (teachers) from a remote region of Pakistan. It brings forth some significant insights such as the moral purpose of teaching that has received limited attention in teacher identity development.

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“…Some authors consider SPs to represent a metacognitive process of reflection, which could favour the evolution of the PCK of prospective teachers [2,61,62]. Thus, within the organisational scheme of teaching knowledge, it identifies the teacher's personal PCK as the knowledge that is articulated and manifested only in the action of teaching [1].…”

Section: Consideration Of Pupils' Ideas In Teaching Practicesmentioning

confidence: 99%

How Do Prospective Teachers Address Pupils’ Ideas during School Practices?

2022

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This paper assesses the coherence between the conceptions of prospective teachers about pupils’ ideas and how these are used in their educational proposals for primary school classrooms. For this purpose, three dimensions were analysed: The nature, utilisation, and change of ideas. In addition, two instruments were used: A questionnaire, to find out what prospective teachers think about pupils’ ideas, and the educational proposals they designed during their school practices. For the latter, qualitative content analysis was used to establish four levels according to the didactic approach on which they base the consideration of pupils’ ideas: Transmissive or the construction of ideas. The results show that, in all three dimensions, the conception of pupils’ ideas consistent with the construction of ideas orientation dominates. Nevertheless, their educational proposals do not show this orientation since the majority designed traditional educational proposals (Levels 1 and 2). Thus, there is no correlation between their conceptions about pupils’ ideas and how these are considered in their proposals. Besides, this analysis shows that an inadequate interpretation of the nature of pupils’ ideas could strongly condition how these ideas are considered in the teaching and learning process. The educational implications of these results in initial teacher training are discussed.

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Preservice Elementary Teachers’ Identity Development in Learning to Teach Science: A Multi-site Case Study

Cited by 9 publications

References 43 publications

Content modules as sites for developing science teacher identity in pre-service teachers: A case of one South African university

Content modules as sites for developing science teacher identity in pre-service teachers: A case of one South African university

‘If there is nothing else there is teaching’: Professional identity of preservice teachers in Pakistan

How Do Prospective Teachers Address Pupils’ Ideas during School Practices?

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