You are here:

An Investigation into Teacher Candidate Self-Efficacy as a Result of a STEM Professional Development School Program
PROCEEDING

, , , , University of South Dakota, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

With shortages in the STEM workforce, it is important to foster children’s interest in STEM subjects at early ages. New teachers must be prepared to engage learners in STEM experiences upon their entry into the profession. This study investigated the impact of a STEM professional development school (PDS) on teacher candidate (candidate) self-efficacy. Embedded within an introductory educational technology course, the PDS engages candidates in planning, teaching, and evaluating integrated STEM lessons to elementary students throughout the semester. Data were collected from PDS and non-PDS candidates enrolled in different sections of the same course. A teaching self-efficacy survey was used to measure candidate self-efficacy at the beginning and end of the semester. Data were analyzed using descriptive and inferential statistics. Findings indicated statistically significant increases over time with medium effect sizes for both PDS and non-PDS candidates, however, only PDS candidates experienced a calibration of their beliefs.

Citation

Chesnut, S., Mourlam, D., Strouse, G. & Newland, L. (2020). An Investigation into Teacher Candidate Self-Efficacy as a Result of a STEM Professional Development School Program. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 871-880). Online: Association for the Advancement of Computing in Education (AACE). Retrieved February 1, 2023 from .