Building Primary Preservice Teachers’ Identity as Engineering Educators

نویسندگان

چکیده

The purpose of this qualitative case study was to investigate how two primary preservice teachers built their engineering education identities during a clinical field experience that emphasized education. More specifically, we explored the development while facing unforeseen circumstances and unfamiliar content. We used nested approach bounded by university practicum took place at height COVID-19 pandemic. Data sources included teacher interviews reflective notes. found faced series contextual factors in both afforded constrained professional learning opportunities influenced identity development. affordances made possible, constraints limited growth. also it negotiation factors, where worked mitigate effect maximizing advantages affordances, had greatest influence on pedagogical knowledge teaching self-efficacy. Findings from could provide educators with insight into preparing for unexpected challenges when engineering, as well best prepare engineering-efficacious teachers.

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ژورنال

عنوان ژورنال: Education Sciences

سال: 2022

ISSN: ['2227-7102']

DOI: https://doi.org/10.3390/educsci12100637