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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… Click to show full abstract
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.
Journal Title: Teaching and Teacher Education
Year Published: 2019
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