Buchumschlag

Pre-service physics teachers learning to teach biology: the influence of an out-of-field teaching course on professional identity

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Veröffentlicht in:Disciplinary and Interdisciplinary Science Education Research vol. 7, no. 1 (Dec 2025), p. 14
1. Verfasser: Ladachart, Ladapa
Weitere Verfasser: Ladachart, Luecha
Veröffentlicht:
Springer Nature B.V.
Schlagworte:
Thailand
Teaching
Pedagogy
Students
Qualifications
Teacher education
Secondary education
Biology
Preservice teachers
Beginning teachers
Physics
Science education
Knowledge
Professional identity
Science teachers
Learning
Educational Quality
Educational Practices
Literature Reviews
Teacher Response
Self Efficacy
Communities of Practice
Novices
Beliefs
Teacher Education Programs
Pedagogical Content Knowledge
Instructional Effectiveness
Science Instruction
Science Curriculum
Professional Education
Field Instruction
Definitions
Preservice Teacher Education
Specialization
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Abstract:Out-of-field teaching is a phenomenon faced by many countries worldwide, including Thailand. Because out-of-field teaching can alleviate the shortage of teachers qualified in certain subjects, such as mathematics and science, research has focused on facilitating in-service teachers to teach out of their fields to ensure students excel in these subjects. However, little effort has been made to prepare pre-service teachers to deal with this phenomenon. This mixed-methods research examines the influence of an out-of-field teaching course on pre-service teachers’ professional identities. Participants comprised 23 pre-service physics teachers (nine male and 14 female) who designed biology lessons and conducted teaching rehearsals. A Likert-type scale measuring the three components of professional identity (motivation, self-image, and self-efficacy) was completed before and after the course’s instructional activities. Semi-structured interviews were then conducted with all individual participants. The statistical analysis of quantitative data indicated that the participants’ professional identities had significantly developed. The content analysis of qualitative data revealed that participants changed their perceptions of biology, broadened their views of science teaching, and increased their self-efficacy for biology teaching. These results suggest that, with appropriate support, an out-of-field teaching course can strengthen pre-service teachers’ professional identities.
ISSN:2662-2300
DOI:10.1186/s43031-025-00133-z
Quelle:Science Database