University of Oulu

Anne Pellikka, Sonja Lutovac & Raimo Kaasila (2020): The change in preservice primary teachers’ possible selves in relation to science teaching, European Journal of Teacher Education, DOI: 10.1080/02619768.2020.1803270

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

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Author: Pellikka, Anne1; Lutovac, Sonja1; Kaasila, Raimo1
Organizations: 1Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: accepted version
Access: embargoed
Persistent link: http://urn.fi/urn:nbn:fi-fe2021111054591
Language: English
Published: Informa, 2021
Publish Date: 2022-02-10
Description:

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.

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Series: European journal of teacher education
ISSN: 0261-9768
ISSN-E: 1469-5928
ISSN-L: 0261-9768
DOI: 10.1080/02619768.2020.1803270
OADOI: https://oadoi.org/10.1080/02619768.2020.1803270
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Copyright information: © 2020 Association for Teacher Education in Europe. This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education on 10 Aug 2020, available online: https://doi.org/10.1080/02619768.2020.1803270