Pre-service Science Teachers’ Reflections of Secondary Science Education: A Case Study of a University of Technology
This non-experimental exploratory survey examined pre-service science teachers’ self-efficacy beliefs and professional identity as influenced by their secondary school years learning experiences. A convenience sample of 60 undergraduate science student teachers participated in this study. An open-en...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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ICASE
2020-06-01
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| Series: | Science Education International |
| Subjects: | |
| Online Access: | http://www.icaseonline.net/journal/index.php/sei/article/view/201 |
| _version_ | 1818759939298951168 |
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| author | Motshidisi Lekhu Sheila Matoti |
| author_facet | Motshidisi Lekhu Sheila Matoti |
| author_sort | Motshidisi Lekhu |
| collection | DOAJ |
| description | This non-experimental exploratory survey examined pre-service science teachers’ self-efficacy beliefs and professional identity as influenced by their secondary school years learning experiences. A convenience sample of 60 undergraduate science student teachers participated in this study. An open-ended questionnaire on secondary school science experiences survey regarding the influences of school years’ learning experiences on their current pedagogic practices. Survey data were analyzed using descriptive and inferential statistics and qualitative data were thematically analyzed. The findings suggest that pre-service science teachers perceive their self-efficacy as science teachers to be influenced by the teaching approaches used by their secondary school teachers to target learners’ interests which include making science relevant to life and targeting learners’ misconceptions in science. Similarly, they perceive the development of their professional identity to be influenced by their prior experiences as learners and observing their secondary school teachers’ affective domain including their enthusiasm and positive attitude toward science. Recommendations are made to teacher education programs to promote use of reflective journals. |
| first_indexed | 2024-12-18T06:50:41Z |
| format | Article |
| id | doaj.art-3ff1359931544792b02aa4e5da89b89b |
| institution | Directory Open Access Journal |
| issn | 2077-2327 |
| language | English |
| last_indexed | 2024-12-18T06:50:41Z |
| publishDate | 2020-06-01 |
| publisher | ICASE |
| record_format | Article |
| series | Science Education International |
| spelling | doaj.art-3ff1359931544792b02aa4e5da89b89b2022-12-21T21:17:20ZengICASEScience Education International2077-23272020-06-0131215015810.33828/sei.v31.i2.3Pre-service Science Teachers’ Reflections of Secondary Science Education: A Case Study of a University of TechnologyMotshidisi Lekhu0Sheila Matoti1Department of Mathematics, Science and Technology Education, Central University of Technology, Free State, Bloemfontein, South AfricaDepartment of Mathematics, Science and Technology Education, Central University of Technology, Free State, Bloemfontein, South AfricaThis non-experimental exploratory survey examined pre-service science teachers’ self-efficacy beliefs and professional identity as influenced by their secondary school years learning experiences. A convenience sample of 60 undergraduate science student teachers participated in this study. An open-ended questionnaire on secondary school science experiences survey regarding the influences of school years’ learning experiences on their current pedagogic practices. Survey data were analyzed using descriptive and inferential statistics and qualitative data were thematically analyzed. The findings suggest that pre-service science teachers perceive their self-efficacy as science teachers to be influenced by the teaching approaches used by their secondary school teachers to target learners’ interests which include making science relevant to life and targeting learners’ misconceptions in science. Similarly, they perceive the development of their professional identity to be influenced by their prior experiences as learners and observing their secondary school teachers’ affective domain including their enthusiasm and positive attitude toward science. Recommendations are made to teacher education programs to promote use of reflective journals.http://www.icaseonline.net/journal/index.php/sei/article/view/201pre-service teacherprofessional identityscience experienceteacher educatorteaching efficacy beliefs |
| spellingShingle | Motshidisi Lekhu Sheila Matoti Pre-service Science Teachers’ Reflections of Secondary Science Education: A Case Study of a University of Technology Science Education International pre-service teacher professional identity science experience teacher educator teaching efficacy beliefs |
| title | Pre-service Science Teachers’ Reflections of Secondary Science Education: A Case Study of a University of Technology |
| title_full | Pre-service Science Teachers’ Reflections of Secondary Science Education: A Case Study of a University of Technology |
| title_fullStr | Pre-service Science Teachers’ Reflections of Secondary Science Education: A Case Study of a University of Technology |
| title_full_unstemmed | Pre-service Science Teachers’ Reflections of Secondary Science Education: A Case Study of a University of Technology |
| title_short | Pre-service Science Teachers’ Reflections of Secondary Science Education: A Case Study of a University of Technology |
| title_sort | pre service science teachers reflections of secondary science education a case study of a university of technology |
| topic | pre-service teacher professional identity science experience teacher educator teaching efficacy beliefs |
| url | http://www.icaseonline.net/journal/index.php/sei/article/view/201 |
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