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.
Highlights
Several studies have stated that aspiring Secondary Education teachers begin their initial teacher training studies with different views and conceptions of the teaching professionalism and they show different attitudes regarding the process to be followed in order to achieve adequate pedagogical training to face the challenges and address the demands for improvement in this educational stage (Buldur, 2017; Esteve, 2009; Hong, 2010; Smith & Darfler, 2012)
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
We have been working on a research project for a long time related to the following problem: What Science and Technology Secondary Education pre-service teachers think about the teaching profession and to what extent the initial training process contribute to improve these thoughts while promoting the development of teachers’ professional identity (TPI)? this project consists of three different stages (Figure 1)
Summary
The research concerning Science and Technology teachers’ beliefs, which has been developed to a fairly considerable extent in the last two decades (Luft, Roehrig, & Patterson, 2003; Gullberg, Kellner, & Attorps, 2008; Subramaniam, 2013), has highlighted the important role played by trainee teachers’ initial conceptions and beliefs regarding various aspects of the activity of teaching professionally (Buldur, 2017; Pontes Pedrajas, Serrano Rodríguez & Poyato, 2013; Pool, Reitsma, & Mentz, 2013; Sutton, 2011) and its relationship with the development of the TPI (Cameron & Grant, 2017; Smith & Darfler, 2012), a relatively new term in the field of scientific-technical education that has opened up interesting work perspectives (Izadinia, 2016) In this sense, current research in this topic highlights diverse variables and constructs that directly affect the construction and development of TPI such as the way future teachers understand the profession, the ability to teach and to integrate ICT in the classrooms, their attitude (sensible and self-critic) as well as their interest in engaging students in the teaching-learning process (Izadinia, 2015; Taylor & Booth, 2015). Teachers may fail professionally at an early stage in their career, which will have a direct effect on the quality and excellence of their teaching, and on their pupil’s results at that educative level
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