How Early Field Experiences Impact the Development of STEM Pre-Service Teacher’s Identity

Year 2024, Volume: 13 Issue: 2, 107 - 118, 31.08.2024

Sarah Ferguson , Latanya Sutphin

Abstract

Teacher identity stems from personal identity and one’s desires relative to their professional goals as a teacher. Understanding one’s personal motivation to teach is a first step towards establishing a sense of teacher self while beginning to craft a personal identity as a teacher and a teacher identity in the classroom. The purpose of this study is to explore pre-service teachers’ initial thoughts surrounding their teacher identity. This study looks at pre- and post-survey data collected during the first and last days of their first introduction to teaching course. Fifty-three pre-service teachers were asked the same survey questions on the first and last days of their first introductory STEM teaching course through which they planned and taught their first lesson. Findings suggest students gained significant insight into the role of the teacher in the classroom while also gaining greater understanding of how they see their personality aligning to the role of a classroom teacher. The results of this study indicate a recommendation to provide early field experience in teacher education curriculums.

Keywords

Teacher Identity, Pre-Service Teaches, STEM Teacher Training

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