The change in pre-service primary teachers’ possible selves in relation to science teaching

ABSTRACT

This study examines pre-service primary school teachers’ (PSTs’) possible selves in relation to science teaching and the ways in which these possible selves change over time. This longitudinal study adds to the body of knowledge by examining PSTs’ possible selves at various time points throughout their teacher preparation: three PSTs, selected from a wider sample, were interviewed three times about their future aspirations as science teachers. Narrative analysis was applied to show the changes in three PSTs’ possible selves in response to the science methods course and teaching practicum. PSTs articulated general, collective and specific hoped-for and feared possible selves. Our findings highlight the changes in the possible selves that pertain to their cognitive and affective dimensions and occurred in different stages of teacher education. These changes were significant for the development of PSTs’ identity. The implications of these findings are discussed in the context of science teaching.

KEYWORDS:

• Possible selves
• teacher identity
• science education
• pre-service primary teachers
• narrative analysis

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Anne Pellikka

Anne Pellikka is a PhD candidate and a university teacher in didactics of biology, geography and health education at the Faculty of Education, University of Oulu, Finland. Her research interests are in the fields of biology, geography and environmental studies in the context of teacher education. She has published on the themes of pre-service teachers' beliefs and the process of teacher change in initial teacher education and in the context of science teaching.

Sonja Lutovac

Sonja Lutovac, PhD is a postdoctoral researcher at the Faculty of Education, University of Oulu, Finland. Her research expertise is in professional development in initial teacher education with a focus on the future teachers’ professional identity formation and the role of affect in this process. She has published greatly on the themes such as teacher identity work, teacher change, beliefs, emotions and reflection in teacher education.

Raimo Kaasila

Raimo Kaasila, PhD is a Professor of teacher education and higher education at the Faculty of Education, University of Oulu, Finland. His main research areas are professional development and identity formation in teacher education and higher education contexts, as well as affective domain and the use of narrative and rhetorical methods. He has published extensively in national and international journals on the themes of identity, reflection, beliefs and teacher change.