We recruited preservice science teachers from 62 institutions across the United States between fall 2021 and fall 2022. The survey was administered to preservice teachers who were taking Science Methods or General Methods courses. In total, we collected 1,717 responses from participants in various states across the United States.
- 12.1% did not provide demographic information.
- 76.3% of the respondents were female,10.6% were male, and 1.0% were in another category (including those who identified as non-binary, those who preferred not to say, and those who preferred to self-describe).
- 69.2% of the participants were White, 6.8% Hispanic, 6.2% Black, 1.7% Asian, 2.6% belonged to other racial groups (including multi-racial, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander), and 1.5% marked “prefer not say.”
- 68.0% of the students expressed interest in teaching elementary school, 16.9% at middle or high schools, and 3.0% preferred to teach out of school or were undecided.
- Most of the participants were seniors (42.5%), followed by juniors (28.8%) and sophomores and freshmen (7.0%).
Experiences that positively affected SMK and KOSM:
- Taking calculus
- Talking about STEM with family, friends, or even those with opposing views
Experiences that positively affected only SMK:
- Taking chemistry
Experiences that positively affected only KOSM:
- Reading or watching STEM on or offline for learning or for entertainment purposes
Experiences that negatively affected SMK:
- Following STEM on social media
Additionally, the effect of reading or watching STEM on or offline for learning or for entertainment purposes on SMK varied by intended grade band. It showed a greater benefit on SMK for preservice teachers intending to teach in middle or high schools than for preservice teachers intending to teach in elementary schools.
Note. Results were obtained from multivariate regression models controlling for gender and race/ethnicity.
Experiences that positively affected SMK and KOSM:
- Taking one course in biology (for those who took the elementary life science test)
- Taking two courses in mathematics (for those who took the elementary life science test)
- Taking one course in physics (for those who took the elementary earth science test)
- Visiting to libraries and science centers
- Talking about STEM with family, friends, or even those with opposing views
The positive effect of talking about STEM with family, friends, or those with opposing views on KOSM was more pronounced for preservice teachers intending to teach in middle or high schools than for those preservice teachers intending to teach in elementary schools.
Experiences that positively affected only SMK
- Thinking about how science can explain one’s everyday experiences
Experiences that negatively affected SMK and KOSM
- Taking one course in earth science/geology (for those who took the elementary life science test)
- Taking two courses in general science/integrated science (for those who took the elementary life science test)
- Taking two courses in physics (for those who took the elementary life science test)
- Participating in independent study
- Attending out-of-school time activities including STEM-related clubs, events, lectures, courses, or workshops (online or in-person)
However, the SMK effect of attending out-of-school time activities including STEM-related clubs, events, lectures, courses, or workshops (online or in-person) while in college was found to be not uniform across the whole sample when we differentiated between intended grade bands. Preservice teachers intending to teach science at middle or high schools who participated in these OST STEM activities exhibited higher SMK compared to their counterparts who did not engage in such activities, whereas the opposite was true for preservice teachers intending to teach at elementary schools.
Experiences that negatively affected only KOSM
- Taking one courses in space science/astronomy (for those who took the elementary physical science test)
Note. Results were obtained from multivariate regression models controlling for gender and race/ethnicity.
We have validated a single-item science teacher identity scale “I see myself as a science teacher” for measuring science teacher identity among U.S. preservice teachers. It serves as a practical tool to assess and track preservice teachers’ science teaching identity.
Experiences that positively affected science teacher identity:
- Taking calculus
- Taking chemistry
- Talking about STEM with family, friends, or even those with opposing view
- Tutoring in a STEM content area
- Attending out-of-school time activities including STEM-related clubs, events, lectures, courses, or workshops (online or in-person)
- Thinking about how science can explain one’s everyday experiences
Thinking about how science can explain one’s everyday experiences had a stronger positive effect for preservice teachers intending to teach in middle and high schools than for preservice teachers intending to teach in elementary schools.
No variables we examined were found to be negatively associated with science teacher identity.
Note. Results were obtained from multivariate regression models controlling for gender and race/ethnicity.
Experiences that positively affected science teacher identity:
- Taking Science Method’s
- Taking earth science/geology
- Taking chemistry
- Following social media
- Thinking about how science can explain one’s everyday experience
- Tutoring in a STEM content area,
- Talking about STEM with family, friends, or even those with opposing views
Both taking chemistry and talking about STEM had stronger positive effects on the science teacher identity of preservice teachers intending to teach in middle or high schools than for those preservice teachers intending to teach in elementary schools.
No variables we examined were found to be negatively associated with science teacher identity.
Note. Results were obtained from multivariate regression models controlling for gender and race/ethnicity.
Experiences that positively affected SMK and science teacher identity (compared to never doing it):
- Discussing lessons taught by mentor teachers (before or after teaching)
- Interacting directly with students during instruction
- Planning a lesson
- Discussing one’s own teaching experiences with others
Experiences that positively affected only science teacher identity (compared to never doing it):
- Planning or discussing one’s own lessons with mentor teachers (before or after teaching)
- Co-teaching a lesson
- Teaching a lesson independently
In terms of dosage of teacher experiences:
Daily experiences that positively affected SMK, KOSM and science teacher identity (compared to never doing it):
- Discussing one’s own teaching experiences with others
Daily experiences that positively affected SMK and science teacher identity (compared to never doing it):
- Evaluating student work
Daily experiences that positively affected only SMK (compared to never doing it):
- Observing in the classroom
- Interact directly with students during a lesson
Weekly experiences that positively affected SMK, KOSM and science teacher identity (compared to never doing it):
- Interacting directly with students during a lesson
- Planning a lesson
Weekly experiences that positively affected SMK and science teacher identity (compared to never doing it):
- Discuss lessons taught by mentor teachers (before or after teaching)
- Discussing one’s own teaching experiences with others