Development of the Teaching Engineering Self-Efficacy Scale (TESS) for K-12 Teachers

Yoon, So Yoon; Evans, Miles G.

doi:10.18260/1-2--21224

Cited by 18 publications

(16 citation statements)

References 21 publications

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“…The Teaching Engineering Self-Efficacy Scale (TESS), originally designed to assess the engineering teaching self-efficacy of K-12 teachers, was adapted for use [35,36]. The scale included 41 questions, spanning six subscales.…”

Section: Methodsmentioning

confidence: 99%

Bridging Education and Engineering Students through a Wind Energy-Focused Community Engagement Project

Benitz

Yang

2021

Sustainability

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Regional growth in offshore wind energy development, changes to the state’s K-12 science standards, and a desire to deepen undergraduate student learning coalesced to inspire an interdisciplinary community engagement project bridging university courses in engineering and education. The project consists of three main activities: a professional development event for local fourth grade teachers, five classroom lessons designed and taught by undergraduate engineering and education majors, and a final celebration event, all focused around the topics of wind energy and engineering design. This spring, the project was carried out for the third consecutive year, though each year’s implementation has been unique due to the timing of the onset of COVID-19. Analysis of responses from the Teaching Engineering Self-Efficacy Scale and an end-of-semester course survey demonstrate growth in student learning and transferrable skills from participating in the semester-long project. Additionally, exploration of students’ narrative work provides a richness to further understanding their growth and challenges they confronted. This interdisciplinary community engagement project will continue into future years, with improvements informed by the findings of this work, most notably with the hope of returning to a fully in-person delivery of lessons to fourth-graders.

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Section: Methodsmentioning

confidence: 99%

Bridging Education and Engineering Students through a Wind Energy-Focused Community Engagement Project

Benitz

Yang

2021

Sustainability

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“…The four scales, prepared specifically for this study, were developed using the self-efficacy scale guidelines from Bandura (2006). Despite being novel scales the constructs were influenced by concepts outlined in the literature with the style, structure and purpose of the questions used based on those from the widely used and validated TESS scales (Yoon et al, 2012), the Maths Self-Efficacy scale (MSES, adapted for a science and engineering focus) (McMullen et al, 2012), the Science teaching outcome expectancy (version B for pre-service teachers) (Enoch & Riggs, 1990) and the STEBI-B tool (comprised of two subscales that measure Bandura's psychosocial construct) (Enoch & Riggs, 1990). Bleicher (2004) confirmed the integrity of the STEBI-B tool but found that the use of the phrase 'some students' instead of 'students' appeared to affect how respondents interpreted the statements (i.e.…”

Section: Questionnaire Designmentioning

confidence: 99%

Engineering science education: the impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers

Lewis

Edmonds

Fogg‐Rogers

2021

International Journal of Science Education

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Teacher performance has been linked with both self-efficacy and subject knowledge confidence suggesting that it is important to address these aspects within initial teacher training programmes. This study investigated the development of pre-service teacher's science and engineering subject knowledge confidence and teaching self-efficacy following participation in a paired-peer, multidisciplinary STEM project and assesses which aspects of the work may have resulted in any changes observed. A group of 10 pre-service teachers were paired with undergraduate engineering students to develop science through engineering challenges and to enact these with children. Multimethod pre and post evaluation assessed the impact of participation on the subject knowledge confidence and teaching self-efficacy levels of the pre-service teachers, alongside qualitatively exploring possible reasons for any changes. Results indicated that significant increases in both subject knowledge confidence and teaching self-efficacy had occurred. In exploring which aspects of the work may have contributed to these changes, data suggested that the paired-peer aspect of the project may have been beneficial. Immersing pre-service teachers in similar collaborative projects early in their career may provide opportunities to shape positive dispositions towards STEM subjects for pre-service teachers and so evaluations of how this can be built into teacher training programmes are required.

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“…Analyses were performed for nine of the 11 sites, comparing the Likert-scale scores of teacher self-efficacy for teaching engineering (a personal belief in their ability to incorporate design activities into their classroom) before and after workshop participation. The instrument, Teaching Engineering Self Efficacy (TESS) developed by Yoon, Evans, & Strobel (2012) was used for this analysis. The TESS includes items such as, "I can discuss how engineering is connected to my daily life" and "I can promote a positive attitude toward engineering learning in my students."…”

Section: Findings and Analysismentioning

confidence: 99%

A State-wide Professional Development Program in Engineering with Science and Math Teachers in Alabama: Fostering Conceptual Understandings of STEM

Schnittka

Turner

Colvin

et al.

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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is an assistant professor in the College of Education and the Department of Curriculum and Teaching with a joint appointment in the College of Engineering. Her current research involves developing and evaluating engineering design-based curriculum units that target key science concepts and environmental issues through the contextual lens of problem-based learning. Prior to receiving her Ph.D. in science education at the University of Virginia, Dr. Schnittka was a middle school teacher and administrator for 10 years, and prior to that, worked as a mechanical engineer. She has published her work in journals such as the International Journal of Science Education, the International Journal of Engineering Education, Advances in Engineering Education, The Science Teacher, and Science Scope.

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Development of the Teaching Engineering Self-Efficacy Scale (TESS) for K-12 Teachers

Cited by 18 publications

References 21 publications

Bridging Education and Engineering Students through a Wind Energy-Focused Community Engagement Project

Bridging Education and Engineering Students through a Wind Energy-Focused Community Engagement Project

Engineering science education: the impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers

A State-wide Professional Development Program in Engineering with Science and Math Teachers in Alabama: Fostering Conceptual Understandings of STEM

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