Pre-Service Science Teachers’ Opinions About Being a Stem Teacher: A Pilot Study Based on the Perspective of Stem Teacher Identity
Özet
With the integration of STEM, science education evolves into practices aiming at developing real-life problem solving, engineering, and design skills. This evolution reveals the importance of being a STEM teacher. Knowing how pre-service science teachers define being a STEM teacher and to what extent they identify themselves as a STEM teacher is very important for the future of science education. For this purpose, semi-structured interviews were conducted with 28 pre-service science teachers. The responses of the pre-service teachers were analyzed by content analysis. According to the findings, pre-service teachers think that teachers who effectively use technology and integrate it into their lessons, have sufficient content knowledge, and associate their knowledge with different disciplines are STEM teachers. Another important finding is pre-service teachers consider themselves STEM teachers in the future and have some motivations for this goal.
Referanslar
Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and teacher education, 27(2), 308-319. doi: 10.1016/j.tate.2010.08.013.
Aron, A., Aron, E. N., and Smollan, D. (1992). Inclusion of other in the self scale and the structure of interpersonal closeness. J. Person. Soc. Psychol. 63, 596–612. doi: 10.1037/0022-3514.63.4.596
Carlone, H.B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187– 1218.
Cribbs, J. D., Hazari, Z., Sonnert, G., & Sadler, P. M. (2015). Establishing an explanatory model for mathematics identity. Child Development, 86(4), 1048–1062. doi:10.1111/cdev.12363
El Nagdi, M., Leammukda, F., & Roehrig, G. (2018). Developing identities of STEM teachers at emerging STEM schools. International Journal of STEM education, 5(36), 1-13. doi: 10.1186/s40594-018-0136-1
Galanti, T.M., & Holincheck, N. (2022). Beyond content and curriculum in elementary classrooms: conceptualizing the cultivation of integrated STEM teacher identity. International Journal of STEM Education 9,(43). doi:10.1186/s40594-022-00358-8.
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. doi:10.3102/0091732X025001099.
Godwin, A., Potvin, G., Hazari, Z., & Lock, R. (2013). Understanding engineering identity through structural equation modeling. Proceedings of the ASEE/IEEE Frontiers in Education Conference, Oklahoma City, OK, 50–56, doi:10.1109/FIE.2013.6684787.
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2020). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale. Studies in Educational Evaluation, 64, Article 100822. doi:10.1016/j.stueduc.2019.100822
Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003. doi:10.1002/tea.20363
Jiang, H., Wang, K., Wang, X., Lei, X., & Huang, Z. (2021). Understanding a STEM teacher’s emotions and professional identities: A three-year longitudinal case study. International Journal of STEM Education, 8(51). doi:10.1186/s40594-021-00309-9
Keller, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education 5, 34. 1-20 doi:10.1186/s40594-018-0131-6.
McDonald, M. M., Zeigler-Hill, V., Vrabel, J. K., & Escobar, M. (2019). A single-item measure for assessing STEM identity. Frontiers in Education, 4, (78). doi:10.3389/feduc.2019.00078
Simpson, A., & Bouhafa, Y. (2020). Youths’ and adults’ identity in STEM: A systematic literature review. Journal for STEM Education Research, 3(2), 167-194. doi:10.1007/s41979-020-00034-y.
Referanslar
Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and teacher education, 27(2), 308-319. doi: 10.1016/j.tate.2010.08.013.
Aron, A., Aron, E. N., and Smollan, D. (1992). Inclusion of other in the self scale and the structure of interpersonal closeness. J. Person. Soc. Psychol. 63, 596–612. doi: 10.1037/0022-3514.63.4.596
Carlone, H.B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187– 1218.
Cribbs, J. D., Hazari, Z., Sonnert, G., & Sadler, P. M. (2015). Establishing an explanatory model for mathematics identity. Child Development, 86(4), 1048–1062. doi:10.1111/cdev.12363
El Nagdi, M., Leammukda, F., & Roehrig, G. (2018). Developing identities of STEM teachers at emerging STEM schools. International Journal of STEM education, 5(36), 1-13. doi: 10.1186/s40594-018-0136-1
Galanti, T.M., & Holincheck, N. (2022). Beyond content and curriculum in elementary classrooms: conceptualizing the cultivation of integrated STEM teacher identity. International Journal of STEM Education 9,(43). doi:10.1186/s40594-022-00358-8.
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. doi:10.3102/0091732X025001099.
Godwin, A., Potvin, G., Hazari, Z., & Lock, R. (2013). Understanding engineering identity through structural equation modeling. Proceedings of the ASEE/IEEE Frontiers in Education Conference, Oklahoma City, OK, 50–56, doi:10.1109/FIE.2013.6684787.
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2020). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale. Studies in Educational Evaluation, 64, Article 100822. doi:10.1016/j.stueduc.2019.100822
Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003. doi:10.1002/tea.20363
Jiang, H., Wang, K., Wang, X., Lei, X., & Huang, Z. (2021). Understanding a STEM teacher’s emotions and professional identities: A three-year longitudinal case study. International Journal of STEM Education, 8(51). doi:10.1186/s40594-021-00309-9
Keller, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education 5, 34. 1-20 doi:10.1186/s40594-018-0131-6.
McDonald, M. M., Zeigler-Hill, V., Vrabel, J. K., & Escobar, M. (2019). A single-item measure for assessing STEM identity. Frontiers in Education, 4, (78). doi:10.3389/feduc.2019.00078
Simpson, A., & Bouhafa, Y. (2020). Youths’ and adults’ identity in STEM: A systematic literature review. Journal for STEM Education Research, 3(2), 167-194. doi:10.1007/s41979-020-00034-y.
