Recognition of preservice physics teachers' self-understanding and change capacity related to science education

초록

The purpose of this study was to investigate preservice physics teachers' perceptions of self-understanding and change capacity related to science education. To this end, the responses of 308 students in a department of physics education at 11 universities were analyzed using a questionnaire. The questionnaire was designed to ask for the self-understanding and the change capacity related to science education. The results of the study were as follows. First, preservice physics teachers were positive in their perception of self-understanding as preservice teachers (average 3.81) and as preservice science teachers (average 3.78), the difference between them not being significant. Second, as for the change capacity, they were positive in the recognition of that as general (average 3.97), as preservice teachers (average 3.85), and as preservice science teachers (average 3.83) with significant differences in some factors. By and large, a gender difference was found. These results have great implications for improving preservice physics teachers' professionalism and their identities as teachers. © 2021 The Korean Physical Society. All rights reserved.

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