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

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...

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Bibliographic Details
Published in:Teaching and teacher education 2019-03, Vol.79, p.48-59
Main Authors: Tsybulsky, Dina, Muchnik-Rozanov, Yulia
Format: Article
Language:English
Subjects:
Multilevel analysis
PBL
Pedagogical practicum
Science teacher education
Teachers' identity
Team-teaching
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Summary: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. •Team-teaching PBL in science classes helped shape student-teachers' professional identity.•The development of the student-teachers' professional identity was associated with three major types of experience.•Team-teaching PBL resulted in a shift from group-focused to self-focused identity.•The overall outcome was noticeable professional growth, empowerment, and gains in student-teachers' self-confidence.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2018.12.006