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Exploring the Science Identity Development of Pre-service Elementary Teachers through Participatory Science Courses and Teaching Practicum

  • Journal of Studies on Schools and Teaching
  • Abbr : JSST
  • 2025, 10(2), pp.1~27
  • DOI : 10.23041/jsst.2025.10.2.001
  • Publisher : Education Research Institute at CNUE
  • Research Area : Social Science > Education
  • Received : May 8, 2025
  • Accepted : August 13, 2025
  • Published : July 30, 2025

Lee, Jieun 1,  Lim Sungman ORD ID 2,  Kim, Jaesun 2

1신월초등학교
2한국교원대학교

Accredited

ABSTRACT

This study explores the development of science identity in pre-service elementary teachers as they transition from students to educators through a teacher training curriculum. Using a narrative inquiry approach, the research examines the meaning of this identity transformation. Data were collected from first-year students at a teacher training university who participated in a 15-week course titled Understanding the Nature of Science, along with teaching practicum experiences. The analysis included science essays written during the course and two in-depth interviews. The findings revealed three key insights. First, participants gained new perspectives on science through the course and practicum, regardless of their high school science background. Second, the course fostered both interest in science and confidence in teaching it. Through engaging in science-related practices, participants developed enthusiasm for science and began to form aspirations to teach it as future elementary school teachers. Third, for those from non-science backgrounds, the experience served as an opportunity to overcome their fear of science. Participating in interesting and diverse science activities helped them understand the nature of science and reduce anxiety toward the subject. These results suggest that the teacher training curriculum should provide meaningful experiences that support the development of science identity in pre-service elementary teachers, thereby promoting their professional growth. Further research is needed to investigate how science identity developed during teacher training influences future science teaching identity, as well as to explore the limitations of the current curriculum in fostering science identity. This study is meaningful in that it considers the role of science identity within the formation process of pre-service elementary teachers.

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