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Transformation of Professional Identities From Scientist to Teacher in a Short-Track Science Teacher Education Program
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Number of Authors: 22018 (English)In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 29, no 6, p. 504-526Article in journal (Refereed) Published
Abstract [en]

The development of professional identity during a short-track teacher education program is studied. This article presents how individuals with a strong background in natural sciences describe the teacher education in which they participate. Individual interviews were conducted with 6 student teachers with a doctorate in natural sciences and extensive work experience in science-related professions on 5 occasions during their teacher education. We suggest that shared ways of talking about education and teaching practice can be described as phases summed up as cautiously positive, rejection, acceptance, and complexity. It is argued that problems of development of professional identities can be understood in relation to the design of the teacher education under study, and failure to acknowledge the development of a professional identity as a science teacher among these student teachers is a question of a not unproblematic transformation of professional identities. Implications for teacher education are that the design of teacher education needs to consider a joint frame for the entire education, in particular the relation between practice and theoretical courses.

Place, publisher, year, edition, pages
2018. Vol. 29, no 6, p. 504-526
Keywords [en]
professional identity, science teacher education, short-track teacher education
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-160288DOI: 10.1080/1046560X.2018.1473749ISI: 000441986300004OAI: oai:DiVA.org:su-160288DiVA, id: diva2:1248944
Available from: 2018-09-17 Created: 2018-09-17 Last updated: 2018-09-17Bibliographically approved

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