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Preservice teacher preparation programs and inservice professional development enhance science teaching self-efficacy. Research has shown that elementary teachers often have low self-efficacy for teaching science and engineering. However, there is less evidence surrounding engineering teaching self-efficacy. In this systematic review of literature, we explored the research question: What does the existing literature on self-efficacy reveal about fostering elementary teachers’ engineering teaching self-efficacy? We (1) synthesize the existing research on engineering teaching self-efficacy and (2) describe trends in research and uncover gaps that exist, including recommendations for future research. Among the 117 articles included in our full systematic review of science and engineering teaching self-efficacy, only 13 empirical studies focused specifically on engineering teaching self-efficacy. With a dearth of studies in both preservice and inservice contexts, there is a need for additional research on engineering teaching self-efficacy. In particular, longitudinal studies that track change over time and measure lasting effects of interventions. Further, detailed explorations of the factors that impact engineering teaching self-efficacy across multiple contexts are needed. Findings from these studies will help STEM educators to inform the design of preservice teacher education programs as well as inservice professional development opportunities.
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This content will become publicly available on March 1, 2026
Preservice Elementary Teachers’ Integrated STEM Teaching Self-Efficacy: Contributing Sources Within STEM Education Courses
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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- PAR ID:
- 10594263
- Publisher / Repository:
- Sage
- Date Published:
- Journal Name:
- AERA Open
- Volume:
- 11
- ISSN:
- 2332-8584
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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