Finding Their Place in Science Teacher Education: The Lived Experiences of Students from Non-Science Academic Backgrounds

Abstract

The increasing number of students from non-STEM academic backgrounds pursuing science teacher education has raised concerns regarding their preparedness to meet the academic demands of science learning. Although previous studies have documented strand-related differences in academic performance, STEM readiness, and learning outcomes, limited research has explored how non-STEM students experience the transition into science teacher education and make sense of this journey. In line with this, the study explored the lived experiences of non-STEM students enrolled in the Bachelor of Secondary Education major in General Science (BSEd-General Science) program and examined how they navigated the challenges of learning science while developing their identities as future science educators. Guided by Husserlian descriptive phenomenology, six (6) purposively selected participants took part in in-depth interviews conducted either face-to-face or through Google Meet, and interview transcripts were analyzed using Colaizzi's phenomenological method. Findings revealed that participants experienced initial academic disorientation due to limited prior exposure to science, resulting in difficulties with scientific concepts, computations, and laboratory-based learning. Despite these challenges, students gradually adapted through self-regulated learning, perseverance, faith, and support from teachers and peers, enabling them to build confidence, resilience, and a sense of professional identity. Their experiences demonstrate that becoming a future science educator is a dynamic, transformative process shaped by prior educational background, supportive learning environments, and personal determination. The study underscores the importance of institutional support mechanisms and bridging initiatives that facilitate successful transitions for non-STEM students while contributing a deeper understanding of their academic adjustment, resilience, and professional growth in science teacher education.