Öğretmen Adaylarının Matematik Kimlikleri, Meslek Öncesi Öğretmen Kimlikleri ve FeTeMM Öğretim Yönelimlerinin İncelenmesi

Abstract

The aim of this study was two-fold: establish cross-cultural reliability and validity of the self-efficacy and concerns about STEM education instrument for elementary pre-service teachers in Turkey and to examine elementary and mathematics pre-service teachers’ mathematics identity, early teacher identity and STEM teaching intentions. Results of the study revealed that adapted Mathematics Identity Instrument is valid and reliable to use in Turkish culture. Adapted instrument has one sub-scale. It includes 9-items on a 5-point Likert type. The original and adapted instrument were not equivalent. Cronbach’s alpha for the instrument was calculated as .86 respectively. The findings of this study revealed elementary pre-service teachers had moderate and mathematics pre-service teachers had high level of mathematics identity. Both elementary and mathematics pre-service teachers hold a high level of early teacher identity. A significant difference was found between elementary and mathematics pre-service teachers’ mathematics and early teacher identity regarding their majors. The difference was in the favor of mathematics teachers. There was no significant difference between pre-service teachers’ early teacher identity regarding math identity variable. This research study revealed that both elementary and mathematics pre-service teachers had high level of STEM teaching intentions. A significant difference was found between elementary and mathematics pre-service teachers’ subjective norms in relation to STEM teaching intentions regarding their majors. The difference was in the favor of mathematics teachers.