How Future Educators View Themselves and Their Profession: A Study of Pre-Service Science Educators

Autor/inn/en	Sheffield, Rachel; Blackley, Susan; Bennett, Dawn
Titel	How Future Educators View Themselves and Their Profession: A Study of Pre-Service Science Educators
Quelle	In: Issues in Educational Research, 30 (2020) 1, S.302-322 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Preservice Teachers; Science Teachers; Student Attitudes; Self Concept; Professional Identity; STEM Education; Foreign Countries; Undergraduate Students; Teacher Effectiveness; Cognitive Tests; Freehand Drawing; Personality Measures; Projective Measures; Australia; Draw a Person Test + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Selbstkonzept; STEM; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kognitiver Fähigkeitstest; Drawing; Zeichnen; Projective test; Projektiver Test; Australien
Abstract	Attrition of up to thirty per cent in the initial years of a teaching career has led to a high level of disillusionment in teaching as a desirable and rewarding profession. Although many nations have responded with substantial investments in pre-service teacher education, these efforts have failed to dissuade newly qualified teachers from leaving the profession. An important factor in professional membership is a sense of identity to both a particular group of people and a set of established practices. This article examines the initial identity of pre-service science teachers who belong to the science, technology, engineering and mathematics (STEM) cohort of teachers in the primary and secondary initial education programs at an Australian university. We consider the alignment of participants' initial professional identity, including career commitment, with their concerns about entering the teaching profession. Recommendations are made for actions that might reduce the early career exodus. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01