Abstract

The purpose of this research is to gain an understanding of the impact personal narratives have in influencing the construction of pre-service design and technology teachers’ professional identity. Work presented explores how personal experiences impact on the personal development and pedagogical practices in relation to the subject they are training to teach. Drawing on their experience of learning Science, Technology, Engineering and Math (STEM) subjects as pupils, this work explores the impact this has had upon the formation of their own self-identity as they train to become teachers of a STEM related subject discipline within secondary education in England.