Source: Journal of Science Teacher Education, Volume 22, Issue 6, p. 491-512. October 2011
The goal of this study was to explore science preservice teachers’ views of themselves as a future teacher, in particular their hopes and fears for science teaching and the experiences that help to shape their possible selves.
Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated.
Data were collected through open-ended surveys and face-to-face interviews.
Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching.
When their hoped-for and feared selves were not balanced, participants articulated more fears.
Regarding the primary influence in shaping their hopes and fears, diverse past experiences related to teaching and learning appeared to be more salient factors than science teacher education program.