Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory

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This qualitative case study aims to examine the role of a non-formal STEM (science,
technology, engineering, and mathematics) learning laboratory in supporting the development of teacher identity among pre-service science teachers. With teacher identity impacting the educational responsiveness and resilience of a teacher, it is important to support the professional identity of STEM educators if we are to enhance the quality of STEM education. Data collection occurred in three stages between 2017 and 2024. Qualitative content analysis through an inductive category formation was used for data analysis. The intercoder reliability was checked (Cohen’s kappa 0.802).
Results suggest that non-formal STEM learning environments can enhance pre-service teachers’ professional learning and identity by allowing the autonomous practical application of theory in an authentic collaborative laboratory environment and by strengthening their self-efficacy through positive teaching experiences. Participants reported that such versatile experiences are generally not available during their formal university education. This study offers suggestions for STEM teacher education and insights into ongoing research dialogues about the role of non-formal learning in supporting the learning and identity of STEM teachers.
Translated title of the contributionStöd för läraridentitet hos blivande naturvetenskapslärare genom arbete vid ett non-formal STEM-laboratorium
Original languageEnglish
Article number649
JournalEducation Sciences
Issue number6
Number of pages14
Publication statusPublished - 16 Jun 2024
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 119 Other natural sciences
  • STEM
  • non-formal learning environment
  • teacher identity
  • 516 Educational sciences
  • STEM
  • teacher identity
  • non-formal learning environment

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