The Change in Pre-Service Primary Teachers' Possible Selves in Relation to Science Teaching

Autor/inn/en	Pellikka, Anne; Lutovac, Sonja; Kaasila, Raimo
Titel	The Change in Pre-Service Primary Teachers' Possible Selves in Relation to Science Teaching
Quelle	In: European Journal of Teacher Education, 45 (2022) 1, S.43-59 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pellikka, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1803270
Schlagwörter	Preservice Teachers; Elementary School Teachers; Self Concept; Professional Identity; Science Instruction; Longitudinal Studies; Teacher Education Programs; Student Attitudes; Methods Courses; Teaching Methods; Science Teachers; Personal Narratives; Attitude Change; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Selbstkonzept; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Methodisch-didaktische Anleitung; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Science teacher; Wissenschaft; Erlebniserzählung; Attitudinal change; Einstellungsänderung; Ausland; Finnland
Abstract	This study examines pre-service primary school teachers' (PSTs') possible selves in relation to science teaching and the ways in which these possible selves change over time. This longitudinal study adds to the body of knowledge by examining PSTs' possible selves at various time points throughout their teacher preparation: three PSTs, selected from a wider sample, were interviewed three times about their future aspirations as science teachers. Narrative analysis was applied to show the changes in three PSTs' possible selves in response to the science methods course and teaching practicum. PSTs articulated general, collective and specific hoped-for and feared possible selves. Our findings highlight the changes in the possible selves that pertain to their cognitive and affective dimensions and occurred in different stages of teacher education. These changes were significant for the development of PSTs' identity. The implications of these findings are discussed in the context of science teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01