The formation of Science, Technology, Engineering and Mathematics Teacher Identities: Pre-service teacher’s perceptions
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10.25416/NTR.11627766.v1
https://figshare.edgehill.ac.uk/articles/presentation/The_formation_of_Science_Technology_Engineering_and_Mathematics_Teacher_Identities_Pre-service_teacher_s_perceptions/11627766
<p>Set within the context of Science, Technology,
Engineering and Mathematics (STEM), this study explores the personal teaching
philosophies of pre-service teachers training to become qualified teachers,
with the purpose of better understanding how participant’s perceptions of
teaching are shaped by their previous experiences.</p><p><br></p>
<p>Work considers how these beliefs influence the formation
of their identities as teachers and outcomes suggest that the meaning assigned
to their lived experience plays a significant role in their development.
Nascent themes under discussion include subject knowledge, disciplinary
differences and engendered approaches to STEM pedagogy, and presented as
theoretical insights the study presents three key findings. </p><p><br></p>
<p>The first describes the impact ‘weak’ subject knowledge
has on an individual’s development, and findings show that where an individual
believes their knowledge to be limited, development is restricted. The second
presents a taxonomy of ‘self-sabotaging’ behaviours which arise from an
individual’s inability to challenge their perceptions of ‘what a teacher should
be’. The third presents the concept of ‘identity drift’ and describes the incidence
where an individual’s ideological values and beliefs and the reality of their
classroom practice become unaligned. With the potential impact over time being
that an individual is unable to reconcile their internalised identity from
their external one, with teacher attrition being the likely consequence.</p>
2020-01-20 11:04:34
STEM education
Identity formation
Teacher identity
Education
Higher Education
Secondary Education