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

Outi Haatainen; Johannes Pernaa; Maija Aksela; Reija Marjaana Pesonen; Julia Halonen

doi:10.3390/educsci14060649

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

Bidragets översatta titel: Stöd för läraridentitet hos blivande naturvetenskapslärare genom arbete vid ett non-formal STEM-laboratorium

Outi Haatainen, Johannes Pernaa, Maija Aksela, Reija Marjaana Pesonen, Julia Halonen

Forskningsoutput: Tidskriftsbidrag › Artikel › Vetenskaplig › Peer review

Sammanfattning

Denna kvalitativa fallstudie syftar till att undersöka rollen av ett non-formal STEM (vetenskap, teknik, ingenjörsvetenskap och matematik) lärandelaboratorium i att stödja utvecklingen av läraridentitet bland blivande naturvetenskapslärare. Eftersom läraridentiteten påverkar en lärares pedagogiska lyhördhet och resiliens, är det viktigt att stödja STEM-lärares professionella identitet för att förbättra kvaliteten på STEM-utbildningen. Datainsamlingen skedde i tre steg mellan 2017 och 2024. Kvalitativ innehållsanalys genom induktiv kategoribildning användes för dataanalysen. Interkoderreliabiliteten kontrollerades (Cohens kappa 0,802). Resultaten tyder på att non-formal STEM-lärmiljöer kan förbättra blivande lärares professionella lärande och identitet genom att tillåta självständig praktisk tillämpning av teori i en autentisk samarbetslaboratoriemiljö samt genom att stärka deras självkänsla genom positiva undervisningserfarenheter. Deltagarna rapporterade att sådana mångsidiga erfarenheter vanligtvis inte är tillgängliga under deras formella universitetsutbildning. Denna studie erbjuder förslag för STEM-lärarutbildning och insikter i pågående forskningsdialoger om den non-formala lärandets roll i att stödja lärandet och identiteten hos STEM-lärare.

Bidragets översatta titel	Stöd för läraridentitet hos blivande naturvetenskapslärare genom arbete vid ett non-formal STEM-laboratorium
Originalspråk	engelska
Artikelnummer	649
Tidskrift	Education Sciences
Volym	14
Nummer	6
Antal sidor	14
ISSN	2227-7102
DOI	https://doi.org/10.3390/educsci14060649
Status	Publicerad - 16 juni 2024
MoE-publikationstyp	A1 Tidskriftsartikel-refererad

Vetenskapsgrenar

119 Övrig naturvetenskap
STEM
läraridentitet
516 Pedagogik
STEM
läraridentitet

Åtkomst av dokument

10.3390/educsci14060649Licens: CC BY

http://hdl.handle.net/10138/577874Licens: CC BY

Citera det här

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

abstract = "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{\textquoteright}s kappa 0.802).Results suggest that non-formal STEM learning environments can enhance pre-service teachers{\textquoteright} 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.",

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