Investigating Preservice Science Teachers' Implementation of Reform-Based Instruction for English Learners: edTPA Focus

Aminger, Walter

doi:10.3102/1680996

Cited by 1 publication

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“…Research on preservice teacher self-efficacy has largely been conducted within the context of elementary science or mathematics methods as independent courses. Studies have consistently shown that experiences within the methods courses can foster selfefficacy by engaging preservice teachers in inquiry-based science [33,42,43] or mathematics instruction [44,45]. Bandura et al [39] proposed four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and emotional arousal, and these sources seemed to impact self-efficacy within a variety of contexts.…”

Section: Theoretical Underpinnings and Background Literature 21 Self-...mentioning

confidence: 99%

Preservice Elementary Teachers Conceptions and Self-Efficacy for Integrated STEM

Menon,

Shorman,

Cox

et al. 2023

Education Sciences

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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 a pre- and post-test, demographic, and open-ended questionnaire. The qualitative data sources included STEM identity letters, integrated STEM models, and STEM growth reflections. Quantitative results showed statistically significant positive gains in integrated STEM-teaching self-efficacy from the beginning to the end of the semester. The results from the content analysis also revealed positive shifts in PSTs’ conceptions and attitudes about STEM. Notably, having a similar discourse across the three parallel-running methods courses provided a suitable context for preservice teachers to develop a shared understanding of integrated STEM. Implications for preservice STEM teacher preparation and research are discussed.

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Section: Theoretical Underpinnings and Background Literature 21 Self-...mentioning

confidence: 99%

Preservice Elementary Teachers Conceptions and Self-Efficacy for Integrated STEM

Menon,

Shorman,

Cox

et al. 2023

Education Sciences

View full text Add to dashboard Cite

show abstract

Investigating Preservice Science Teachers' Implementation of Reform-Based Instruction for English Learners: edTPA Focus

Cited by 1 publication

References 0 publications

Preservice Elementary Teachers Conceptions and Self-Efficacy for Integrated STEM

Preservice Elementary Teachers Conceptions and Self-Efficacy for Integrated STEM

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