Sources of engineering teaching self‐efficacy in a STEAM methods course for elementary preservice teachers

2020 ◽  
Vol 120 (4) ◽  
pp. 209-219
Author(s):  
Donna L. Webb ◽  
Keelan P. LoFaro
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Methods Course ◽  
Elementary Preservice Teachers

scholarly journals Engineering After-School Program with Elementary Preservice Teachers and K-8 Students

2021 ◽  
Author(s):  
Jennifer Cribbs ◽  
Jeanine Huss ◽  
Julia Mittelberg
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
After School ◽  
School Program ◽  
Limited Perspective ◽  
Elementary Aged Children ◽  
Hands On ◽  
Elementary Preservice Teachers ◽  
After School Program ◽  
Engineering Standards

This study explores the influence of an after-school program involving high needs elementary-aged students at community-based sites and elementary preservice teachers (EPSTs) enrolled in a final sequence of methods courses at a local university. Data collection involved surveys, interviews, and reflections with EPSTs and interviews with elementary-aged children. Results indicated a significant positive correlation between EPTSs’ science perceptions and science teaching self efficacy. A series of Wilcoxon Rank Sum tests indicate significant growth from pre to post in participating EPSTs’ self-efficacy with the NGSS and the Engineering Standards within the NGSS. Interviews and reflections provided evidence that EPSTs benefited from the program by teaching in an unfamiliar setting that changed their beliefs and helped strengthen their teaching skills. Interview results for elementary-aged children revealed a hands-on, although somewhat limited, perspective of science, technology, and engineering. Perceptions of mathematics were primarily focused on computation.

scholarly journals The Emphasis of Inquiry Instructional Strategies: Impact on Preservice Teachers’ Mathematics Efficacy

2017 ◽  
Vol 7 (1) ◽  
pp. 53 ◽  
Author(s):  
Krista L. Althauser
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Self Efficacy ◽  
Preservice Elementary Teachers ◽  
Methods Course ◽  
Teaching Mathematics ◽  
Observation Data ◽  
Instructional Format ◽  
Paired Samples ◽  
Significant Difference

Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students’ mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary mathematics methods course. The data were collected from several semester groups. The instruments used were the Mathematics Teaching Efficacy Beliefs Instrument, interview data, and observation data collected during the clinical experience. The focus of this study was to compare the changes in teacher self-efficacy following a methods course that emphasized hands-on mathematics instruction with manipulatives by means of the 5E instructional format. The results of the paired-samples t-test indicated that there was a significant difference in the preservice elementary teachers’ self-efficacy for teaching mathematics after engaging in the elementary methods course. Preservice teachers reported that their understanding of various instructional practices changed significantly from a “tell, show, and do” model to an approach utilizing interactive and engaging activities. They also reported that their attitude toward mathematics had improved significantly and that there had been a direct impact on their confidence for teaching mathematics as a result of the structure of the elementary math methods course.

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