RT Conference Proceedings
T1 Comparison of the teacher identity perception of novice science teachers through a mixed-methods approach.
A1 Luque-Jiménez, Jorge
A1 García-Ruiz, Cristina
K1 Profesores - Formación profesional
K1 Profesores de ciencias - Formación profesional
AB Despite research on teacher identity contributes to understanding teacher learning and development, studies carried out with novice teachers (with less of five years of professional experience) are still rare due to the difficulties of finding participants at this stage. Consequently, this study aims to know how novice science teachers perceive their teacher identity through a mixed-methods approach. Hence, we have compared the data collected from an open-question survey and a Likert-type questionnaire adapted from literature to seek for matching results, evidencing in this way the consistency of these novice teachers’ perception about their teacher identity. Results show how pre-service teaching training provided novice teachers with a notion of their teacher identity, establishing the differences and similarities with other educational stages, and highlighting the factors, such as the Master´s Degree, placement period or teacher motivation, that have an influence in constructing their teaching identity.
PB ESERA
YR 2023
FD 2023
LK https://hdl.handle.net/10630/27461
UL https://hdl.handle.net/10630/27461
LA eng
NO Luque-Jiménez, J., and García-Ruiz, C. (2024). Analysis of pre-service science teachers' perceptions about their teaching competencies. Kaya, G., Sardag, M., and Donmez, I (eds.) Proceedings Book Series-V of the ESERA 2023 Conference. Connecting Science Education with Cultural Heritage, Strand 15 (co-ed. M. R. Jiménez-Liso, H. Özcan, C. Fazio, and A. Costa), pp. 314-323. Nobel Bilimsel Eserler.
NO This work is part of the R+D+i Project "Development and monitoring of pre- service and novice science teachers' teaching identity. Study of the influence of the inquiry processes, emotional and gender profiles" reference PID2022-140001OA-I00, funded by MCIU/AEI/10.13039/501100011033 and FEDER (UE), and the research project B1-2020-23 funded by the IIPPIT (Universidad de Málaga). Dr García-Ruiz thanks the RYC2020 program (reference: RYC2020-029033), funded by MICIU/AEI/10.13039/501100011033 and ESF Investing in your future. Mr Luque-Jiménez thanks to the reference project RYC2020-029033-I for the research contract received (CI-22-120), co-financed by the State Research Agency and the European Social Fund.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 21 ene 2026