Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Preservice Elementary Teachers Conceptions And Self-Efficacy For Integrated Stem, Deepika Menon, Deef A. A. Shorman, Derek Cox, Amanda Thomas
Preservice Elementary Teachers Conceptions And Self-Efficacy For Integrated Stem, Deepika Menon, Deef A. A. Shorman, Derek Cox, Amanda Thomas
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Educational reform efforts have emphasized preparing highly competent and confident preservice teachers to deliver effective K-12 Science, Technology, Engineering, and Mathematics (STEM) instruction. Self-efficacy is a key variable that influences motivation and performance, and therefore it is necessary to support the development of preservice teachers’ integrated STEM teaching self-efficacy. This mixed-methods study investigates how preservice elementary teachers’ integrated STEM teaching self-efficacy is shaped during their participation in a newly redesigned STEM semester consisting of three concurrent methods courses (science and engineering, mathematics, and technology methods courses). The quantitative data sources included the Self-efficacy for Teaching Integrated STEM instrument administered as …
Influence Of The Sources Of Science Teaching Self-Efficacy In Preservice Elementary Teachers’ Identity Development, Deepika Menon
Influence Of The Sources Of Science Teaching Self-Efficacy In Preservice Elementary Teachers’ Identity Development, Deepika Menon
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The purpose of this mixed-methods research was to investigate changes in preservice elementary teachers’ science teacher identities and self-efficacy beliefs as they participate in a field-based science methods course. A total of 121 preservice teachers participated, four of which were purposefully selected who held varied initial levels of science content preparedness and confidence to teach. Data sources included pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B, an open-ended questionnaire, two semi-structured interviews with selected participants, written teaching reflections, classroom observations, and artifacts. Data analyses included a pre-post repeated measures analysis of variance (ANOVA) design, and the case …