caa a22 4500 445319763 CHVBK 20180317142700.0 cr unu---uuuuu 170323e20111001xx s 000 0 eng 10.1007/s10972-011-9247-y doi (NATIONALLICENCE)springer-10.1007/s10972-011-9247-y Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program [Elektronische Daten] [Ji Hong, Barbara Greene] Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers, so that they can be successful during the early years of their teaching. The purpose 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. Employed were qualitative methods, which included open-ended surveys and face-to-face interviews. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated. 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. Given the enriched understanding of the science preservice teachers' perceptions, we provided suggestions for science teacher educators. The Association for Science Teacher Education, USA, 2011 Science teacher preparation nationallicence Possible selves nationallicence Preservice teachers nationallicence Motivation for science teaching nationallicence Hong Ji Department of Educational Psychology, University of Oklahoma, Collings Hall, Room 305, 820 Van Vleet Oval, 73019-2041, Norman, OK, USA aut Greene Barbara Department of Educational Psychology, University of Oklahoma, Collings Hall, Room 333, 820 Van Vleet Oval, 73019-2041, Norman, OK, USA aut Journal of Science Teacher Education Springer Netherlands 22/6(2011-10-01), 491-512 1046-560X 22:6<491 2011 22 10972 https://doi.org/10.1007/s10972-011-9247-y text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10972-011-9247-y text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Hong Ji Department of Educational Psychology, University of Oklahoma, Collings Hall, Room 305, 820 Van Vleet Oval, 73019-2041, Norman, OK, USA aut NATIONALLICENCE 700 1- Greene Barbara Department of Educational Psychology, University of Oklahoma, Collings Hall, Room 333, 820 Van Vleet Oval, 73019-2041, Norman, OK, USA aut NATIONALLICENCE 773 0- Journal of Science Teacher Education Springer Netherlands 22/6(2011-10-01), 491-512 1046-560X 22:6<491 2011 22 10972 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer