Perceptions of Professional Roles and Responsibilities among Science Teacher Educators: Evidence from an Indonesian University
Ikmanda Nugraha (1)(2), Patricia D. Morrell (2), Ian Hardy (2)

(1). Science Education Study Program, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, indonesia.

(2). School of Education, The University of Queensland, Australia.

Abstract

Science Teacher Educators (STEs) play a crucial role in preparing and educating future science teachers, thereby influencing teacher quality, classroom practice, and student achievement. However, while educational policies often focus on improving teachers and students, limited attention has been paid to STEs, the key figures who design and implement science teacher education. This study explored STEs^ perceptions of their professional roles through an anonymous online survey involving 73 STEs from a prominent Indonesian educational university. The findings indicated that despite their varied academic backgrounds and years of service, institutional expectations have shaped STEs^ perceptions of their professional roles as both educators and researchers in science education. Furthermore, they have multifaceted professional responsibilities encompassing teaching, research, community service, leadership, and more. These findings highlight the complexity of STEs^ roles and responsibilities, which underscore the need for targeted institutional and policy support to strengthen their professional development. Understanding the diversity and challenges of STEs^ roles provides valuable insights for improving science teacher education and, ultimately, the quality of science education in Indonesia.

Keywords: Science Teacher Educators- Professional Roles- Science Education- Teacher Education

Topic: Nature, Equity, and Policy in Education