Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program |
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| Authors: | Ji Hong and Barbara Greene |
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| Institution: | (1) Department of Educational Psychology, University of Oklahoma, Collings Hall, Room 305, 820 Van Vleet Oval, Norman, OK 73019-2041, USA;(2) Department of Educational Psychology, University of Oklahoma, Collings Hall, Room 333, 820 Van Vleet Oval, Norman, OK 73019-2041, USA |
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| Abstract: | Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers,
so that they can be successful during the early years of their teaching. The purpose of this study was to explore science
preservice teachers’ views of themselves as a future teacher, in particular their hopes and fears for science teaching and
the experiences that help to shape their possible selves. Employed were qualitative methods, which included open-ended surveys
and face-to-face interviews. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated.
Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching.
When their hoped-for and feared selves were not balanced, participants articulated more fears. Regarding the primary influence
in shaping their hopes and fears, diverse past experiences related to teaching and learning appeared to be more salient factors
than science teacher education program. Given the enriched understanding of the science preservice teachers’ perceptions,
we provided suggestions for science teacher educators. |
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