Examining disciplinary specificity of preservice mathematics and science teachers’ professional identities

Many countries have adopted integrative approaches to science, technology, engineering, and mathematics (STEM) education. As preservice teachers with majors in mathematics and science are prospective targets for addressing the demand for STEM education, they are expected to develop professional identities as STEM teachers, in addition to professional identities as general and disciplinary teachers. However, research investigating the extent to which preservice teachers with these majors identify as STEM teachers is scant. Moreover, the disciplinary specificity of preservice teachers’ professional identities remains an issue in literature. This study involves survey research examining the degree to which preservice teachers with majors in mathematics (42), general science (44), and advanced science (47) identify as general, disciplinary, and STEM teachers. We collected data using Likert-type questionnaires focusing on three components—motivation, self-efficacy, and self-image—as proxies of professional identity. We analyzed the data using Friedman tests with Conover’s post-hoc tests. The results show that preservice teachers similarly self-identify as general and disciplinary teachers regardless of their majors but see themselves significantly less as STEM teachers. When comparing across the components, they imagine themselves significantly less as STEM teachers than they were motivated and self-efficacious to become STEM teachers. The results suggest that the disciplinary specificity of preservice teachers’ professional identities largely manifests in the context of STEM education. The siloed approach to teacher education may not adequately prepare preservice teachers to develop professional identities as STEM teachers. Effective and ongoing support is needed for preservice teachers to identify as STEM teachers.