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<p>This study aimed to explore how pre-service biology teachers develop professionally through the implementation of socioscientific issue (SSI) instruction. A multiple case study design was employed, with data collected through interviews, classroom video recordings, and lesson plans. The participants consisted of two pre-service biology teachers, and the analyses were conducted using both deductive and inductive approaches. Cross-case analysis revealed distinct developmental paths. Melissa’s developmental path was comparatively slower, as her classroom practices and material design were shaped by hesitations in shifting her teaching beliefs, and she utilized a trial-and-error approach when addressing instructional challenges. In contrast, Lina followed an integrative trajectory, reflected critically on her teaching competencies, integrated external learning into practice, and substantially refined her instructional process. The personal domain emerged as a critical component in connecting professional development to classroom practice, mediating how external support influenced SSI teaching practices. Interactions across domains highlighted differences in adaptability as well as in the balance between scientific, social, and ethical emphases. Findings suggest that professional growth in SSI teaching follows diverse pathways and requires programs aligned with individual readiness and belief systems.</p>

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Professional Growth of Pre-service Teachers in Socioscientific Issues Instruction: Insights from a Multiple Case Study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月23日

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  • Çiğdem Han Tosunoğlu,
  • Oya Ağlarcı Özdemir,
  • Özgür Kıvılcan Doğan

摘要

This study aimed to explore how pre-service biology teachers develop professionally through the implementation of socioscientific issue (SSI) instruction. A multiple case study design was employed, with data collected through interviews, classroom video recordings, and lesson plans. The participants consisted of two pre-service biology teachers, and the analyses were conducted using both deductive and inductive approaches. Cross-case analysis revealed distinct developmental paths. Melissa’s developmental path was comparatively slower, as her classroom practices and material design were shaped by hesitations in shifting her teaching beliefs, and she utilized a trial-and-error approach when addressing instructional challenges. In contrast, Lina followed an integrative trajectory, reflected critically on her teaching competencies, integrated external learning into practice, and substantially refined her instructional process. The personal domain emerged as a critical component in connecting professional development to classroom practice, mediating how external support influenced SSI teaching practices. Interactions across domains highlighted differences in adaptability as well as in the balance between scientific, social, and ethical emphases. Findings suggest that professional growth in SSI teaching follows diverse pathways and requires programs aligned with individual readiness and belief systems.