Research Information System
in: Professional Identity: Predictors, Influences, and Impacts, NOVA Publications , pp.55-77, 2026
Research shows that preservice elementary teachers need support in teaching science. Improving their teaching skills is crucial for the development of their teacher identity. Therefore, in this study, we first analyzed the similarities and differences in the thoughts of French and Turkish preservice elementary teachers regarding science teaching. Next, we brought them together to brainstorm and learn from each other about teaching a science concept they anticipate will be challenging in the future. In this context, two interviews were conducted at different times with preservice elementary teachers during the 2024-25 academic year. Our findings revealed that French and Turkish preservice elementary teachers share some common perspectives on science and science teaching. Additionally, their views on science concepts and science teaching highlighted areas that should be supported during their undergraduate years, a period when their teacher identity begins to develop. Our study underscores how teacher educators from different countries can collaborate to enhance their teacher education programs by considering the points emphasized by prospective teachers. Additionally, it offers suggestions for teacher educators to review and improve their teaching methods and teacher education programs related to science teaching.