The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis
By Dina Tsybulsky, Yulia Muchnik-Rozanov. Teaching and Teacher Education : An International Journal of Research and Studies, 2019
165 citations recorded by the source corpus.
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.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/6f8e5c0007dc5860c22bd42bae1721a37dda5b07
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020, background): “It has been shown that the PBL approach provides inexperienced teachers with varied and valuable learning experiences and supports their professional and personal development (Tsybulsky & Muchnik-Rozanov, 2019).”
- Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education (2020, background): “One critical need is the preparation of future teachers for work in educational environments involving student-centered exploration of STEM; many preservice teachers have never experienced this type of learning themselves (Kloser, 2017; Tsybulsky & Muchnik-Rozanov, 2019).”
- How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea (2019, background): “Studies have assessed how principles of PBL can be used by pre-service teachers in their training (LjungDj€arf, Magnusson, & Peterson, 2014; Mettas & Constantinou, 2008; Tsybulsky & Muchnik-Rozanov, 2019), but such studies have not looked at how actual teachers experience PBL in classrooms.”