Preparing Science Teachers across the World

Autor/inn/en	Veal, William R.; Morrell, Patricia D.; Rogers, Meredith Park; Roehrig, Gillian H.; Pyle, Eric J.
Titel	Preparing Science Teachers across the World
Quelle	In: Journal of Teacher Education and Educators, 11 (2022) 1, S.137-157 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Veal, William R.) ORCID (Morrell, Patricia D.) ORCID (Rogers, Meredith Park) ORCID (Roehrig, Gillian H.) ORCID (Pyle, Eric J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Foreign Countries; Professional Identity; Science Teachers; College Faculty; Teacher Responsibility; Experience; Teacher Education Programs; Secondary School Teachers; Cultural Differences; Educational Policy; Accreditation (Institutions); Standards; Neoliberalism; Elementary Secondary Education; Cultural Influences; Competition; Turkey; South Korea; Israel; Oman; Chile; South Africa; Thailand; Brazil; Egypt; Zimbabwe; Pakistan; Indonesia; Ireland; Spain; Sweden; Canada; United States; Australia + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fakultät; Lehrverpflichtung; Erfahrung; Kultureller Unterschied; Politics of education; Bildungspolitik; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Standard; Neo-liberalism; Neoliberalismus; Cultural influence; Kultureinfluss; Wettkampf; Türkei; Korea; Republik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Brasilien; Ägypten; Simbabwe; Indonesien; Irland; Spanien; Schweden; Kanada; USA; Australien
Abstract	The aim of this study is to examine the professional identities of the academic staff of the faculties of education in Turkey. The study employed the Q methodology, in which both quantitative and qualitative data can be used. The qualitative data were collected and analysed by interviewing seven academics working in the faculty of education in the first stage of the study, which was conducted in two sequential stages. The analysis of the qualitative data showed that the academic staff of the faculty of education defined their professional identities as a "Practitioner", "Researcher", "Instructor", "Coach", "Counsellor" and a "Preparer". In the second stage of the study, the Q measurement tool was developed by the researchers based on the specified definitions for professional identities. The quantitative data were collected from 21 academics working in the faculty of education and analysed with the Q measurement tool. According to the analysis of the quantitative data, the academic staff of the faculties of education were seen to adopt six professional identities defined in general. In addition, the professional identity as a "Researcher" was found to be the most preferred, while the professional identity as a "Preparer" was the least preferred of the given identities. According to the findings obtained in the study, it was concluded that the educational experience of the academic staff of education faculties significantly differentiate the preferences and attitudes towards professional identities. Based on the findings and results obtained in this study, it is highly recommended to examine the role of the educational experience of the academic staff of education faculties in the change and transformation of their professional identities. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01