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Elementary teachers often feel underprepared to teach integrated STEM (iSTEM) and describe their preservice teacher preparation as ineffective. The purpose of this study is to investigate the extent to which semester-long STEM methods courses influenced elementary preservice teachers’ (PSTs) iSTEM teaching self-efficacy and identify how the sources of self-efficacy influenced their beliefs and confidence in teaching iSTEM. Participants included 131 PSTs at a large midwestern research-intensive public university in the United States. Quantitative data sources included the Self-Efficacy for Teaching Integrated STEM instrument administered as a pre-and post-test. The qualitative data collection included two semi-structured interviews with 10 selected participants. Findings suggest that PSTs experienced growth in iSTEM teaching self-efficacy through their STEM methods coursework. Sources that emerged as contributors toward enhanced confidence to teach iSTEM were enactive mastery, emotional arousal, vicarious experiences, and verbal persuasions. The implications for preservice teacher preparation programs and future research on iSTEM teaching self-efficacy are discussed.
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How an undergraduate physical science course influences elementary teachers’ longer-term intentions to teach physical science
Preservice science courses typically demonstrate valuable semester impacts on preservice teachers, but less is known about how such courses impact future teacher practice. Using the theory of planned behavior, this study investigates how an undergraduate Physical Science course, focused on the Next Generation Science Standards (NGSS), influences elementary teachers’ longer-term intentions to teach Physical Science. Data sources include a questionnaire with credential-candidate teachers (n=31), who completed a Physical Science course as undergraduates, and interviews with teacher educators, professional development providers, and practicing elementary teachers (n=9). Findings illustrate that credential-candidate teachers did not teach Physical Science during their teaching placements. Such findings were further supported by stakeholders. We detail strategies that could support elementary teachers’ teaching of Physical Science.
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- Award ID(s):
- 1712279
- PAR ID:
- 10378030
- Date Published:
- Journal Name:
- Annual meeting program American Educational Research Association
- ISSN:
- 0163-9676
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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