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Abstract Background Teacher educators have begun exploring the most effective ways to prepare preservice teachers (PSTs) to engage elementary students in engineering design. However, this remains challenging as PSTs continue to report a lack of exposure to engineering during their K-12 school experiences. This study investigates the engineering- related knowledge and beliefs of PSTs in their first education course, collaborating in small teams to lead elementary students in engineering design challenges. We explored two different iterations to understand how the structure of the teaching experiences contributed to PST outcomes as a first step in identifying helpful approaches. In spring 2022, PSTs collaborated with undergraduate engineering students to develop and teach a carnival-themed design challenge lesson, while PSTs from fall 2022 collaborated with education classmates to teach a premade engineering lesson focused on designing plastic filters. We used quantitative and qualitative measures to analyze PSTs knowl- edge of engineering, knowledge of engineering pedagogy, beliefs about the importance of elementary engineering instruction, self-efficacy for teaching engineering, and intention to integrate engineering in their future instruction. Results Teaching engineering had a positive influence on PSTs’ engineering-related knowledge and beliefs. PSTs began to understand engineering as a process and see the ubiquity of engineered products in everyday life. They recognized their teaching role as guiding students through the design process and practices. PSTs noted how ele- mentary students found engineering fun and engaging and were able to develop successful solutions with minimal assistance and even persevered through failure. These observations contributed to the development of their engi- neering-pedagogical knowledge and helped cultivate positive engineering-related beliefs. Following their teaching experiences, most PSTs gained self-efficacy for teaching engineering, believed engineering should be taught in ele- mentary schools, and had an intention to integrate engineering into their future instruction. Conclusions Our findings suggest teaching engineering to elementary students is an effective approach to enhanc- ing beginning PSTs’ engineering-related knowledge and beliefs. Recommendations are made for structuring teach- ing opportunities early in preparation programs, including: teaching elementary students, practicing teaching, and engaging as students in meaningful design challenges. Questions remain regarding how best to structure teaching experiences for early PSTs, such as ideal team composition and placement in elementary teacher education programs. 

This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format. In this qualitative study, students’ reflections and focus groups from three interdisciplinary collaborations were analyzed using the lens of Social Cognitive Theory. COVID-19 created a dramatic change in the environment such that the most immediate and direct impact on students’ experiences was on the environmental aspects of Bandura’s triadic reciprocal determinism model, which then triggered behavioral and personal responses to adapt to the new environment. Subsequent evidence of reciprocal effects between environmental, behavioral, and personal factors took place as students continued to adapt. Results suggest that the modifications made to transition the project fully online were meaningful experiences for students’ learning and teaching of engineering through teams. This interdisciplinary partnership provided both pre-service teachers and undergraduate engineering students with the opportunity to learn and practice content and professional skills that will be essential for success in future work environments.