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

Full Text (PDF)

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

More Detail

¹ Universidad de Córdoba, SPAIN
² 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

License

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

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

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

Publication date: 09 May 2019

Article Views: 1150

Article Downloads: 582

Open Access References How to cite this article

References

Abell, S. K., Bryan, L. A., & Anderson, M. A. (1998). Investigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparation. Science Education, 82, 491-510. https://doi.org/10.1002/(SICI)1098-237X(199807)82:4<491::AID-SCE5>3.0.CO;2-6.
Alabdulkaree, S. A. (2016). The Impact of Science Teachers’ Beliefs on Teaching Science: The Case of Saudi Science Teachers. Journal of Education and Learning, 5(2), 233-249. https://doi.org/10.5539/jel.v5n2p233.
Allard, A. C. (2004). Speaking of gender: Teachers’ metaphorical constructs of male and female students. Gender and Education, 16(3), 347-363. https://doi.org/10.1080/09540250042000251489.
Appleton, K., & Asoko, H. (1996). A case study of a teacher’s progress toward using a constructivist view of learning to inform teaching in elementary science. Science Education, 80(2), 165-180. https://doi.org/10.1002/(SICI)1098-237X(199604)80:2<165::AID-SCE3>3.0.CO;2-E.
Asensio, I., & Ruiz, C. (2017). Medida y evaluación de las creencias sobre la profesión de los maestros en formación. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(3), 79-91. https://doi.org/10.6018/reifop.20.3.265231.
Avraamidou, L. (2014). Studying science teacher identity: current insights and future research directions. Studies in Science Education, 50(2), 145-179. https://doi.org/10.1080/03057267.2014.937171.
Bakar, E. (2006). Preservice Science teachers’ beliefs about Science-Technology and their implication in society. Eurasia Journal of Mathematics, Science & Technology Education, 2(3), 18-31. https://doi.org/10.12973/ejmste/75462.
Beijaard, D., Meijer, P. C., &Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128. https://doi.org/10.1016/j.tate.2003.07.001.
Blinova, M. L. (2010). Pedagogical conditions of ensuring continuity in development of professional competence of the students and the beginning teachers. Joshkar: Ola.
Buldur, S. (2017). A Longitudinal Investigation of the Preservice Science Teachers’ Beliefs about Science Teaching during a Science Teacher Training Programme. International Journal of Science Education, 39(1), 1-19. https://doi.org/10.1080/09500693.2016.1262084.
Camacho, J. (2014). Concepciones sobre ciencia y género en el profesorado de Educación Científica desde la perspectiva de género. Creencias del profesorado de Ciencias. Tecné, Episteme y Didaxis: TED, 227-233.
Cameron, D., & Grant, A. (2017). The role of mentoring in early career physics teachers’ professional identity construction. International Journal of Mentoring and Coaching in Education, 6(2), 128-142. https://doi.org/10.1108/IJMCE-01-2017-0003.
Chang, C., & Lo, M. (2016). Exploring inclusive pedagogical practices in Hong Kong primary EFL classrooms. International Journal of Inclusive Education, 21(7), 714-729. https://doi.org/10.1080/13603116.2016.1252798.
Chetcuti, R. (2009). Identifying a gender-inclusive pedagogy from Maltese science teachers’ personal practical knowledge. International Journal of Science Education, 31(1), 81-99. https://doi.org/10.1080/09500690701647996.
Demirci, N. (2015). Prospective high school Physics teachers’ beliefs about teaching practices: From traditionalist to constructivists. Eurasia Journal of Mathematics, Science & Technology Education, 11(3), 693-711. https://doi.org/10.12973/eurasia.2015.1332a.
El-Deghaidy, H., Mansour, N., Aldahmash, A., &Alshamrani, S. (2015). A framework for designing effective professional development: Science teachers’ perspectives in a context of reform. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1579-1601. https://doi.org/10.12973/eurasia.2015.1424a.
Emerson, R. W. (2015). Convenience sampling, random sampling, and snowball sampling: how does sampling affect the validity of research? Journal of Visual Impairment & Blindness, 109(2), 164-168. https://doi.org/10.1177/0145482X1510900215.
Esteve, J. M. (2009). La formación de profesores: bases teóricas para el desarrollo de programas de formación inicial. Revista de Educación, 350, 15-29. https://doi.org/10.4438/1988-592X-0034-8082-RE.
Flores, M A., & Day, C. (2006). Contexts which shape and reshape new teacher identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. https://doi.org/10.1016/j.tate.2005.09.002.
García-Carmona, A. (2013). Educación científica y competencias docentes: Análisis de las reflexiones de futuros profesores de Física y Química. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 10, 552-567. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2013.v10.iextra.05.
Green, A. (2015). Teacher induction, identity, and pedagogy: hearing the voices of mature early career teachers from an industry background. Asia-Pacific Journal of Teacher Education, 43(1), 49-60. https://doi.org/10.1080/1359866X.2014.905671.
Gullberg, A., Kellner, E. y Attorps, I. (2008). Prospective Teachers’ Initial Conceptions about Pupils’ Understanding of Science and Mathematics. European Journal of Teacher Education, 31(3), 257-278. https://doi.org/10.1080/02619760802208429.
Hong, J. (2010). Pre-service and Beginning Teachers’ Professional Identity and Its Relation to Dropping Out of the Profession. Teaching and Teacher Education, 26(8), 1530-1543. https://doi.org/10.1016/j.tate.2010.06.003.
Huu, T., & Ngoc, H. (2017). Preservice teachers’ identity development during the teaching internship. Australian Journal of Teacher Education, 42(8), 1-15. https://doi.org/10.14221/ajte.2017v42n8.1.
Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers’ professional identity. Teaching and Teacher Education, 52, 1-10. https://doi.org/10.1016/j.tate.2015.08.003.
Izadinia, M. (2016). Preservice teachers’ professional identity development and the role of mentor teachers. International Journal of Mentoring and Coaching in Education, 5(2), 127-143. https://doi.org/10.1108/IJMCE-01-2016-0004.
Jarauta Borrasca, B. (2017). La construcción de la Identidad Profesional del Maestro de Primaria durante su Formación Inicial. El caso de la Universidad de Barcelona. Profesorado. Revista de Currículum y Formación del Profesorado, 21(1), 103-122.
Jiménez-Tenorio, N., & Oliva, J. M. (2016). Análisis reflexivo de profesores de ciencias de secundaria en formación inicial en torno a diferentes secuencias didácticas. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 13(2), 423-439. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2016.v13.i2.14.
Kapitanoff, S., & Pandey, C. (2017). Stereotype threat, anxiety, instructor gender, and underperformance in women. Active Learning in Higher Education, 1, 1-17. https://doi.org/10.1177/1469787417715202.
Kim, D. T. (2013). Idendity in activity: Examining teacher professional identity formation in the paired-placement of student teachers. Teaching and Teacher Education, 30, 47-59. https://doi.org/10.1016/j.tate.2012.10.006.
Kind, V. (2016). Preservice Science Teachers’ Science Teaching Orientations and Beliefs about Science. Science Education, 100(1), 122-152. https://doi.org/10.1002/sce.21194.
Luft, J., Roehrig, G., & Patterson, N. (2003). Contrasting landscapes: a comparison of the impact of different induction programs on beginning secondary science teachers’ practices, beliefs and experiences. Journal of Research in Science Teaching, 40(1), 77-07. https://doi.org/10.1002/tea.10061.
Lych, I., & Nowosenetz, T. (2009). An exploratory study of students’ constructions of gender in science, engineering and technology. Gender and Education, 21(5), 567-581. https://doi.org/10.1080/09540250802555424.
MansoAyuso, J., & Martín Ortega, E. (2013). Valoración del Máster de formación de profesorado de EducaciónSecundaria: estudio de casosen dos universidades. Revista de Educación, 364, 145-169. https://doi.org/10.4438/1988-592X-RE-2014-364-258.
Martínez de la Hidalga, Z., & Villardón-Gallego, L. (2015). La imagen del profesor de Educación Secundria en la formación inicial. Profesorado, Revista de currículum y formación del profesorado, 19(1), 452-467.
Monroy, F., & Hernández Pina, F. (2014). Factores que influyen en los enfoques de aprendizajeuniversitario. Una revision sistemática. Educación XXI, 17(2), 105-124. https://doi.org/10.5944/educxx1.17.2.11481.
Oluwatayo, J. A. (2012). Validity and reliability issues in educational research. Journal of Educational and Social Research, 2(2), 391-400.
Pilitsis, V., & Duncan, R. G. (2012). Changes in belief orientations of preservice teachers and their relation to inquiry activities. Journal of Science Teacher Education, 23(8), 909-936. https://doi.org/10.5901/jesr.2012.v2n2.
Pontes Pedrajas, A., Serrano Rodríguez, R., & Poyato, F. (2013). Concepciones y motivaciones sobre el desarrollo profesional docente en la formación inicial del profesorado de enseñanza secundaria. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 10(Nº Extra), 533-551.
Pool, J., Reitsma, G., & Mentz, E. (2013). An Evaluation of Technology Teacher Training in South Africa: Shortcomings and Recommendations. International Journal of Technology and Design Education, 23(2), 455-472. https://doi.org/10.1007/s10798-011-9198-9.
Rodríguez-Arteche, I., & Martínez-Aznar, M. M. (2018). Evaluación de una propuesta para la formación inicial del profesorado de Física y Química a través del cambio en las creencias de los participantes. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 15(1), 1601. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i1.1601.
Salazar Noguera, J., & McCluskey, K. (2017). A case study of early career secondary teachers’ perceptions of their preparedness for teaching: lessons from Australia and Spain. Teacher Development, 21(1), 101-117. https://doi.org/10.1080/13664530.2016.1204353.
San Román, S. (2010). La feminización de la profesión: identidad de género de las maestras. Revista de Sociología de la Educación, 3(3), 376-387.
Sánchez Vidal, M. S. (2015). El proceso de feminización de la enseñanza. Publicaciones didácticas, 62, 4-11.
Scott, J. (2000). Género e Historia. México: Fondo de Cultura Económica. Universidad Autónoma de la Ciudad de México.
Serrano Rodríguez, R., & Pontes Pedrajas, A. (2016). Concepciones sobre la identidad profesional docente en la formación inicial del profesorado de ciencias experimentales de Educación Secundaria. Educadi, 1(1), 55-71. https://doi.org/10.7770/educadi-V1N1-art1004.
Serrano Rodríguez, R., Pérez Gracia, E., & Pontes Pedrajas, A. (2018). Creencias sobre la identidad profesional docente en los futuros docentes de ciencias sociales. In E. López-Meneses, D. Cobos-Sanchiz, A.H.Martín Padilla, L. Molina-García & A. Jaén-Martínez (Eds.) Experiencias pedagógicas e innovación educativa. Aportaciones desde la práxis docente e investigadora (pp. 1411-1426). Barcelona: Octaedro.
Shatunova, O., Merzon, E., Shaimardanova, M., & Shabalin, S. (2018). Training of future technology teachers: Management tools and challenges in current educational process. Eurasia Journal of Mathematics, Science & Technology Education, 14(6), 2343-2351. https://doi.org/10.29333/ejmste/89559.
Smith, M., & Darfler, A. (2012). An Exploration of Teachers’ Efforts to Understand Identity Work and its Relevance to Science Instruction. Journal of Science Teacher Education, 23(4), 347-365. https://doi.org/10.1007/s10972-012-9281-4.
Solís, E., Martín, R., Rivero, A., & Porlán, R. (2013). Expectativas y concepciones de los estudiantes del MAES en la especialidad de Ciencias. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 10 (Extra), 496-513. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2013.v10.iextra.02.
Subramaniam, K. (2013). Minority Preservice Teachers’ Conceptions of Teaching Science: Sources of Science Teaching Strategies. Research in Science Education, 43(2), 687-709. https://doi.org/10.1007/s11165-012-9284-3.
Sutton, S. R. (2011). The Preservice Technology Training Experiences of Novice Teachers. Journal of Digital Learning in Teacher Education, 28(1), 39-47. https://doi.org/10.1080/21532974.2011.10784678.
Taylor, D. L., & Booth, S. (2015). Secondary Physical Science Teachers’ Conceptions of Science Teaching in a Context of Change. International Journal of Science Education, 37(8), 1299-1320. https://doi.org/10.1080/09500693.2015.1035356.
Timostsuk, I., & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26, 1563-1570. https://doi.org/10.1016/j.tate.2010.06.008.
Trevallion, D. (2018). The changing professional identity of pre-service technology education students. International Journal of Innovation, Creativity and Change, 4(1), 1-15.
Zhang, R., Liu, X., Yang, Y., Tripp, J., & Shao, B. (2018). Preservice Science teachers’ Instructional Design Competence: Characteristics and correlations. Eurasia Journal of Mathematics, Science & Technology Education, 14(3), 1075-1096. https://doi.org/10.12973/ejmste/81553.

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