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The Impact Of An Integrated Stem Collaborative Approach On Preservice Teachers’ Pedagogical Content Knowledge And Curricular Role Identity For Teaching Science, Qiuju Tian

Electronic Theses and Dissertations

The current study investigated the impact of an integrated STEM collaborative approach embedded in a science methods course on early childhood and elementary preservice teachers’ pedagogical content knowledge (PCK) and curricular role identity for teaching science, as well as the potential relationship between these two constructs. Participants were recruited from a group of preservice early childhood and elementary teacher candidates (N = 65) completing an undergraduate teacher education program at a university in the southeastern United States.

Using a mixed-methods design, the preservice teachers’ pedagogical content knowledge and curricular role identity were assessed using concept maps and a curricular …