Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory
Bibliographic Data
| ID | 22041997 |
|---|---|
| Authors | Outi Haatainen (0000-0002-6324-4462, University of Helsinki, corresponding author), Johannes Pernaa (0000-0003-1735-5767, University of Helsinki), Reija Pesonen (0009-0006-1941-0351, University of Helsinki), Julia Halonen (University of Helsinki), Maija Aksela (0000-0002-9552-248X, University of Helsinki) |
| Year | 2024 |
| Volume | 14 |
| Issue | 6 |
| Pages | 649 |
| Publication date | 2024-06-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14060649 |
| OpenAlex | W4399737036 |
| Language | EN |
| Citations received | 5 |
| References cited | 34 |
This qualitative case study aims to examine the role of a non-formal STEM (science, technology, engineering, and mathematics) learning laboratory in supporting the development of teacher identity among pre-service science teachers. With teacher identity impacting the educational responsiveness and resilience of a teacher, it is important to support the professional identity of STEM educators if we are to enhance the quality of STEM education. Data collection occurred in three stages between 2017 and 2024. Qualitative content analysis through an inductive category formation was used for data analysis. The intercoder reliability was checked (Cohen’s kappa 0.802). Results suggest that non-formal STEM learning environments can enhance pre-service teachers’ professional learning and identity by allowing the autonomous practical application of theory in an authentic collaborative laboratory environment and by strengthening their self-efficacy through positive teaching experiences. Participants reported that such versatile experiences are generally not available during their formal university education. This study offers suggestions for STEM teacher education and insights into ongoing research dialogues about the role of non-formal learning in supporting the learning and identity of STEM teachers
Mathematics education · Pedagogy · Physics · Science education · Diverse Educational Innovations Studies · Educational Research and Pedagogy · Psychology · Science Education and Pedagogy
Supporting Early Childhood Preservice Teachers to Effectively Integrate STEM in Their Future Teaching Practice
The teacher lens
Equity-sensitive pathways to science teacher identity in Western China
Overcoming barriers through non-formal projects in adult education
Examining science and mathematics teacher candidates' evolving perceptions and identities through a STEM early field experience with marginalized youth
Handbook of Motivation at School
Research Methods in Education
Sequential Analysis and Observational Methods for the Behavioral Sciences
A conceptual framework for integrated STEM education
Beyond the basics
Teachers’ perception of STEM integration and education
Bridging In-school and Out-of-school Learning
The roles of the formal and informal sectors in the provision of effective science education
Qualitative Content Analysis
Prospective Primary Teachers’ Professional Noticing in Non-Formal Learning Environments
Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education
Beyond the walls of formality
Learning in non-formal settings
Work-integrated learning
STEM in the classroom
A review of research on student teachers' professional identity
Teachers’ perceptions of professional identity
Reconsidering research on teachers’ professional identity
Teacher efficacy
| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |