Die integrasie van Wiskunde, Wetenskap en tegnologie in vroeëkinderonderwys en die grondslagfase: Die rol van die professionele identiteitsvorming van beginneronderwysers

Abstract

This article focuses on the professional identity development of beginner teachers in early childhood education and the foundational phase with specific reference to the teaching of Mathematics, Science and Technology (MST). It is based on the theoretical premises that the development of a professional identity is closely related to how teachers teach, their professional development, their attitudes to teaching and specific teaching methods and their self-confidence, emotions, productivity, motivation and dedication to their profession. Whereas institutions for higher education are regarded as the first and foremost spaces for the initial exploration and formation of a professional identity, professional identity is never static; it develops and changes in interaction with other identities within changing social and professional contexts. It is also proposed that beginner teachers experience significant shifts in their professional identities when they complete their studies and enter the teaching profession. Issues related to professional development are particularly important in the implementation of new, alternative and/or innovative teaching methods. Such a method is the enquiry-based approach propagated in the vision of the new transformationary national curriculum for the early education of MST in South Africa. The enquiry-based approach values the questions, ideas and observations of children and invites them to become active participants in the learning process. The new curriculum furthermore encourages the close integration of MST. The application of the new curriculum consequently requires teachers to adapt to a series of innovative teaching strategies and roles that differ from the traditional ones. It can be assumed that their professional identities will play an important role in this regard. However research indicates that few teachers in the foundational phase currently implement research-based learning. In addition, the recommendations for MST integration serve to create uncertainty. Teachers often lack the self-confidence and skills to implement the recommendations of the new curriculum. Whilst the early teaching of MST represents an under-researched area in South Africa, the majority of existing studies focuses on the pedagogy of teaching MST. In contrast, this study focuses on the experiences of beginner teachers teaching MST. The following questions are addressed: What is the nature of their initially formed teacher identities? How did the university prepare them for their professional roles? How do they perceive themselves as teachers? To what extent have their initially formed identities been continued, adapted or changed by experiences in the workplace? The study focuses on the lived experiences of six beginner teachers (three in the foundation phase and three in early childhhood education) in their first year of teaching MST. It involves an interpretive analysis of their narratives. Data was generated from multiple sources including visual and written narratives, observations and interviews. The findings indicate that, although all six teachers had Mathematics at matric level, they all entered university with negative feelings about the discipline and about teaching MST. Technology was an unknown area to them all and they had little self-confidence in their ability to teach MST. This changed during their university training, where the subject knowledge, skills and pedagogical knowledge needed to teach MST were developed. The consequence was that their negative attitudes to MST changed, a transformation ascribed to positive learning experiences during their university training. The training also had a positive impact on their professional identity development and the way they approached their teaching. They were committed to becoming transformationary MST teachers. The three beginner teachers in early childhood education initially experienced the transition from student to teacher as a shock. The new situation, which required them to take on new roles and new responsibilities and to become professional MST teachers, was different from what they had expected. After the first shock, they found creative ways to adapt and to retain their identity as transformationary MST teachers. They were allowed to interpret and implement the curriculum according to their own teaching philosophy, and consequently had the freedom to practise enquiry-based learning and to employ creative activities to engage their learners in the learning process. Their self-confidence and professional identity were strengthened as they enjoyed the support of their colleagues and developed positive relations with their learners. The experiences of two of the beginner teachers in the foundational phase were much less positive. They felt excluded from their more experienced colleagues because of their innovative approach to teaching MST and due to the fact that older teachers did not acknowledge them as professional teachers. Their professional identities were furthermore undermined by the fact that older teachers continually emphasised that they only had “book knowledge” (of innovative methods such as research-based learning), but no teaching experience. One of these teachers felt that that the poor conditions at the school where she was teaching had a detrimental impact on her prorfessional identity. The third foundational phase teacher did, however, experience support from her fellow teachers as well from those in senior positions. This supportive atmosphere and good relations with colleagues contributed positively to the further development of her professional identity as an innovative MST teacher. The findings illustrate the interactive influence of various factors in the identity development of beginner teachers, such as factors related to their personal background and own learning experiences, the quality of teacher training and work-related factors. The article concludes by noting the complexity of the “makings” of a teacher and how this formation is connected to personal and professional histories. The educational implications of the study are also discussed.