Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process

Elisa Pérez Gracia; Rocío Serrano Rodríguez; Alfonso Pontes Pedrajas

doi:10.29333/ejmste/105896

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Elisa Pérez Gracia ¹ ² , Rocío Serrano Rodríguez ¹ ^* , Alfonso Pontes Pedrajas ¹

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¹ Universidad de Córdoba, SPAIN² Loyola Andalucía University, SPAIN^* Corresponding Author

Abstract

This study focuses on exploring the beliefs regarding the construction and development of Teacher’s Professional Identity (TPI) of Secondary Education Master’s Degree (SEMD) students from the areas of Science and Technology. An ‘S-TPI’ questionnaire, measured using a Likert scale, was used to obtain the opinions of 279 future teachers in the 2014-2018 academic years. After analysing the data, no significant differences were found between the two groups (Science and Technology). However, there were significant differences in the responses obtained for the four dimensions on the scale with regard to the students’ gender. We noticed an important relationship between the global view of professional identity and the development of educational skills linked to socio-educative and methodological aspects. These results may contribute to improving knowledge concerning future teachers’ beliefs and have served as a basis on which to design activities that will enable us to integrate TPI into the initial training process.

Keywords

secondary education
science and technology
students’ beliefs
teacher’s professional identity

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2019, Volume 15, Issue 10, Article No: em1756

https://doi.org/10.29333/ejmste/105896

Publication date: 09 May 2019

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How to cite this article

APA

Gracia, E. P., Rodríguez, R. S., & Pontes Pedrajas, A. (2019). Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process. Eurasia Journal of Mathematics, Science and Technology Education, 15(10), em1756. https://doi.org/10.29333/ejmste/105896

Vancouver

Gracia EP, Rodríguez RS, Pontes Pedrajas A. Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process. EURASIA J Math Sci Tech Ed. 2019;15(10):em1756. https://doi.org/10.29333/ejmste/105896

AMA

Gracia EP, Rodríguez RS, Pontes Pedrajas A. Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process. EURASIA J Math Sci Tech Ed. 2019;15(10), em1756. https://doi.org/10.29333/ejmste/105896

Chicago

Gracia, Elisa Pérez, Rocío Serrano Rodríguez, and Alfonso Pontes Pedrajas. "Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 10 (2019): em1756. https://doi.org/10.29333/ejmste/105896

Harvard

Gracia, E. P., Rodríguez, R. S., and Pontes Pedrajas, A. (2019). Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process. Eurasia Journal of Mathematics, Science and Technology Education, 15(10), em1756. https://doi.org/10.29333/ejmste/105896

MLA

Gracia, Elisa Pérez et al. "Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 10, 2019, em1756. https://doi.org/10.29333/ejmste/105896