Professional development in preservice teaching: Perceptions of Physicsand Chemistry preservice teachers about their inquiry teacher identity

• Autores: Cristina García Ruiz, Teresa Lupión Cobos, Ángel Blanco-López
• Localización: Transformando la educación a través del conocimiento / coord. por José María Esteve Faubel, Aitana Fernández Sogorb, Rosabel Martínez Roig, Juan Francisco Álvarez Herrero, 2022, ISBN 978-84-19506-73-3, págs. 433-441
• Idioma: inglés
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• Resumen

  • The construction and development of the teaching identity are key factors that directly reflect on the teaching process and the students’ learning. Frequently determined by contextual factors, professional experiences, and learning over time, pre-service teaching is usually perceived as one of the critical phases that help to shape it. For doing so, inquiry-based science education might help facilitate the development of teachers’ identity since it favours reflection on the relationships between teachers’ learning, students’ learning and professional practice. Hence, in this research, we propose an approach to analysing the inquiry teaching identity (ITI) of Physics and Chemistry pre-service teachers enrolled on the Master’s Degree in Teaching at the University of Malaga. We intend to form a complete view of how inquiry processes enable pre-service teachers to conform their teacher identity from science students to new teachers through a Likert-type questionnaire and an open question about the contribution of the inquiry to the development of the pre-service teachers’ identity.

    The results show a good ability to inquire into their teaching practice, but still a lack of self-reflection about the process, leading us to propose possible actions to improve the professional training programs.