Trainee teachers’ experience of primary science teaching, and the perceived impact on their developing professional identity

Abstract

This study took place within an environment of educational change in teaching and assessment in the UK, where the National Curriculum (N.C.) and National External Examination syllabi undertook significant revision. Science education specifically, has seen aspiration raised to allow pupils to achieve a greater depth of understanding at Key Stage 4 and hence facilitate advanced study. Central to the development of effective scientific understanding is teacher preparation. This study examined the factors that impacted on the experiences of primary teachers during their training. Questionnaires completed by a sample of one hundred and sixteen trainee teachers followed by semi-structured interviews of sixteen trainees were used as a means of interpreting Post-Graduate Certification in Education (PGCE) trainee teachers' experiences during taught university sessions and school based training. The findings showed that the majority of the trainees rated their training highly, and perceived themselves to be confident primary science pedagogues. They felt, however that the very limited opportunities to observe and teach science during their training negatively influenced their overall development.

Stress, coping strategies and academic achievement in teacher education students

“…help the students to regulate one's well-being is an important part of a teacher's competence and it should be recognized and facilitated during the teacher studies (Väisänen et al 2018). Environments that provide support and help teachers derive a sense of personal accomplishment and satisfaction from their work are more likely to promote resilience (Blackmore, Howard, and Kington 2018;Mansfield et al 2016). Studies related to increasing students' level of well-being, help students create realistic expectations of the studies, as well as incorporate their previous school experiences and the incipient pedagogic identities can help prevent dropout from teacher education and later attrition from the profession (Bentea 2015;Bergmark et al 2018;van Rijswijk et al 2018).…”

Intersectionalized Professional Identities and Gender in the Digital Humanities in the Nordic Countries

“…Research on professional identities is extensive, notably in fields such as school teaching (Blackmore et al, 2018;Hall and McGinity, 2015), medicine (Broadhead, 2017;Cruess et al, 2016), nursing (Browne et al, 2018;Kyratsis et al, 2017;Rasmussen et al, 2018) and law (Jackson, 2017;Scott, 2018;Sommerlad, 2007). Here we find rich literatures on topics such as professional identity formation and development (Nadelson et al, 2017;Nesje et al, 2018a), professional identity development in the age of unstable careers (e.g.…”

A coteaching model for developing pre-service teachers’ practice and confidence in teaching primary science through inquiry

“…The premise is that the practice-related knowledge required to be a teacher is acquired during an extended period of placement with an experienced teacher who acts as a supervisor and mentor. A major problem with this arrangement is that during school placement PSTs may not have the opportunity to either observe science or actually teach it themselves (Blackmore, Howard, and Kington 2018;Lowry 2017). Santagata, Zannoni, and Stigler (2007) challenges the assumptions that exposure to practice constitutes a learning experience and that experience in the classroom 'melds' theory into practice.…”