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Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program
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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“research shows that the influence of teacher education on the process of shaping PSTs' identities is not as strong as it is that of personal experience (Ruohotie-Lyhty and Kaikkonen, 2009; Hong and Greene 2011).”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Hong and Greene 2011
In the citing paper
“For example, pre-service science teachers have shown that their possible selves are equally concerned about cognitive issues, such as content knowledge and supporting students to develop their knowledge, and affective issues, such as effective teaching and the caring role of teachers (Hong and Greene 2011).”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Hong and Greene 2011
In the citing paper
“Furthermore, to create a realistic, yet positive teacher identity in the context of science teaching, PSTs should also become aware of their identity goals, such as their hopes and fears for future science teaching as these can shape their teaching (Hamman et al. 2010; Hong and Greene 2011; Lutovac and Kaasila 2014; Markus and Nurius 1986).”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Hong and Greene 2011
In the citing paper
“On the other hand, the application of possible selves in the context of science teaching is scarce (Hong and Greene 2011).”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Hong and Greene 2011
In the citing paper
“This finding challenges Hong and Greene's (2011) observation regarding the limited influence of teacher education on student teachers' possible selves compared to long-lasting memories from school.”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Hong and Greene 2011
In the citing paper
“Unlike the findings of Hong and Greene (2011), the affective possible selves in our findings were strictly personal, representing PSTs' wish to change their own beliefs regarding the subjects of biology and geography.”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Hong and Greene 2011
Citations
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Accommodation of a scientific conception: Toward a theory of conceptual change
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982) · Science Education · doi:10.1002/sce.3730660207 · Cited by 5,187
Teacher Turnover and Teacher Shortages: An Organizational Analysis
Ingersoll, R. M. (2001) · American Educational Research Journal · doi:10.3102/00028312038003499 · Cited by 2,989 · cited 2×
“Nationally, 30–50% of new teachers leave the field within their first 5 years (Alliance for Excellent Education 2004; Guarino et al. 2006; Ingersoll 2001; Ingersoll 2003; Quality Counts 2000).”
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The change in pre-service primary teachers’ possible selves in relation to science teaching
Pellikka, A., Lutovac, S., & Kaasila, R. (2022) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1803270 · Cited by 14
Metadata
- Authors
- Hong, J., & Greene, B.
- Affiliations
- University of Oklahoma (US)
- Venue
- Journal of Science Teacher Education
- Publisher
- Informa UK Limited
- Published
- 2011-09-08
- Volume
- 22
- Issue
- 6
- Pages
- 491-512
- ISSN
- 1046-560X (ISSN-L)
- 1573-1847
- OpenAlex
- W2018604848
- Cited by
- 39
- References
- 2
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 2 · 2023: 2 · 2022: 3 · 2021: 2 · 2020: 6 · 2019: 2 · 2018: 3 · 2017: 1 · 2016: 4 · 2015: 3 · 2014: 2 · 2013: 3
- FWCI
- 7.69
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Science Teacher Education (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Keywords
- pre-service teachers, possible selves, teacher attrition, science teacher education, teacher self-perception, fear and hope, secondary science teaching, teacher education curriculum
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