Shaping Preservice Teachers’ Science Teacher Identity through a Science Museum Internship

Abstract While global research has emphasized the impact of informal learning institutions, such as science museums, on preservice teacher development, there has been limited focus on Asian contexts, particularly regarding science teacher identity. This study, therefore, explored how the science teacher identity of Thai preservice teachers transformed through their internship experiences at a science museum. Using a qualitative interpretive approach, the study examined how these internship experiences influence identity formation and development. Data were collected through pre-internship life graph narratives and post-internship reflective journals and field notes. The findings, analyzed through interpretative phenomenological analysis, revealed that all participants advanced to a higher identity group following the internship. The study highlights the importance of communities of practice and reflection in shaping science teacher identity and emphasizes the role of informal science institutions in preservice teacher development.