The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis

Dina Tsybulsky; Yulia Muchnik-Rozanov

doi:https://doi.org/10.1016/j.tate.2018.12.006

The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis

Dina Tsybulsky, Yulia Muchnik-Rozanov

Education in Science and Technology

Technion - Israel Institute of Technology

Research output: Contribution to journal › Article › peer-review

Abstract

The research study deals with the development of professional identity of 17 student-teachers during their pedagogical practicum while team-teaching science classes using a project-based learning (PBL) approach. Data were collected from in-depth interviews as well as reflective reports and analyzed by means of multilevel analysis. Findings indicate that the student-teachers' professional identity was shaped by meaningful experiences in two dimensions: overcoming challenges while leading PBL and involvement in fruitful and supportive cooperation with their peers. The student-teachers progressed from group-focused to self-focused professional identity, indicating professional growth, empowerment, and substantial gains in self-confidence.

Original language	English
Pages (from-to)	48-59
Number of pages	12
Journal	Teaching and Teacher Education
Volume	79
DOIs	https://doi.org/10.1016/j.tate.2018.12.006
State	Published - Mar 2019

Keywords

Multilevel analysis
PBL
Pedagogical practicum
Science teacher education
Teachers' identity
Team-teaching

All Science Journal Classification (ASJC) codes

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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https://doi.org/10.1016/j.tate.2018.12.006

Cite this

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title = "The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis",

abstract = "The research study deals with the development of professional identity of 17 student-teachers during their pedagogical practicum while team-teaching science classes using a project-based learning (PBL) approach. Data were collected from in-depth interviews as well as reflective reports and analyzed by means of multilevel analysis. Findings indicate that the student-teachers' professional identity was shaped by meaningful experiences in two dimensions: overcoming challenges while leading PBL and involvement in fruitful and supportive cooperation with their peers. The student-teachers progressed from group-focused to self-focused professional identity, indicating professional growth, empowerment, and substantial gains in self-confidence.",

keywords = "Multilevel analysis, PBL, Pedagogical practicum, Science teacher education, Teachers' identity, Team-teaching",

author = "Dina Tsybulsky and Yulia Muchnik-Rozanov",

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AB - The research study deals with the development of professional identity of 17 student-teachers during their pedagogical practicum while team-teaching science classes using a project-based learning (PBL) approach. Data were collected from in-depth interviews as well as reflective reports and analyzed by means of multilevel analysis. Findings indicate that the student-teachers' professional identity was shaped by meaningful experiences in two dimensions: overcoming challenges while leading PBL and involvement in fruitful and supportive cooperation with their peers. The student-teachers progressed from group-focused to self-focused professional identity, indicating professional growth, empowerment, and substantial gains in self-confidence.

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M3 - مقالة

SN - 0742-051X

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JO - Teaching and Teacher Education

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ER -

The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis

Abstract

Keywords

All Science Journal Classification (ASJC) codes

UN SDGs

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