The impact of integrated STEM modeling on elementary preservice teachers’ self‐efficacy for integrated STEM instruction: A co‐teaching approach

2021 ◽  
Vol 121 (1) ◽  
pp. 25-35
Author(s):  
Todd M. Johnson ◽  
Kelly O. Byrd ◽  
Elizabeth R. Allison
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Teaching Approach ◽  
Integrated Stem ◽  
Elementary Preservice Teachers ◽  
Stem Instruction ◽  
The Impact

scholarly journals A practice-based intervention to prepare preservice teachers for inclusion using universal design for learning

2019 ◽  
Author(s):  
◽  
Mary Elizabeth Decker
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
General Education ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Fundamental Knowledge ◽  
Design For Learning ◽  
The Impact

General education pre-service teachers are expected to teach diverse learners, including those with disabilities, in the general education settings. Yet many are not adequately prepared to teach all students. Universal Design for Learning (UDL) is a framework to increase inclusive practices, however, it is unknown how to best teach this to pre-service teachers. The purpose of this study is to examine the impact of using a practice-based approach to teach UDL as compared to a lecture-based approach to teach UDL to better prepare general education pre-service teachers. Constructs of interest include pre-service teachers' fundamental knowledge including UDL, self-efficacy and UDL application. A mixed methods triangulation design was employed. While pre-service teachers from both groups had significant gains in their foundational knowledge, reported self-efficacy, reported UDL knowledge and ability to apply UDL ideas, participants in the practice-based group did have some advantages, specifically in the area of UDL application.

scholarly journals The Impact of Service Learning in the Development of Student Teachers’ Socio-Educational Commitment

2021 ◽  
Vol 13 (20) ◽  
pp. 11445
Author(s):  
Juan Tomás Asenjo ◽  
Elsa Santaolalla ◽  
Belén Urosa
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Student Teachers ◽  
Self Efficacy ◽  
Instructional Materials ◽  
Education Students ◽  
Quantitative Correlational Study ◽  
Basic Hypothesis ◽  
Social Competences ◽  
The Impact

This research arises from the university’s need to contribute to the training of professionals, especially teachers, who, in turn are committed to contribute to a more sustainable and socially just world at the institutions for which they are professionals. In this context, a pedagogical approach emerges to promote the development of the civic and social competences of higher education students’ using the methodology of Service Learning. The aim of this study is to analyse the acquisition and development of the socio-educational commitment and self-efficacy variables of student teachers based on their participation in Service Learning programmes, comparing this with the results of carrying out university volunteering activities. A quantitative correlational study was carried out with preservice teachers (N = 207). The basic hypothesis is that the results would be in favour of the participation in Service Learning activities on the fundamental variables of the study: socio-educational commitment, teaching self-efficacy and self-efficacy in the creation of instructional materials. For this purpose, a specific scale was designed to measure Teachers’ socio-educational commitment with favourable psychometric characteristics. The results show sufficient empirical evidence (p < 0.01) for the development of socio-educational commitment and self-efficacy variables in favour of those who participated in Service Learning programmes.

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 Beyond the basics: a detailed conceptual framework of integrated STEM

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Gillian H. Roehrig ◽  
Emily A. Dare ◽  
Joshua A. Ellis ◽  
Elizabeth Ring-Whalen
Keyword(s):  
Conceptual Framework ◽  
Student Outcomes ◽  
First Century ◽  
Integrated Stem ◽  
Stem Instruction ◽  
Authentic Problems ◽  
Context Integration ◽  
The Impact ◽  
Common Vision

AbstractGiven the large variation in conceptualizations and enactment of K− 12 integrated STEM, this paper puts forth a detailed conceptual framework for K− 12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a) centrality of engineering design, (b) driven by authentic problems, (c) context integration, (d) content integration, (e) STEM practices, (f) twenty-first century skills, and (g) informing students about STEM careers. Our integrated STEM framework is intended to provide more specific guidance to educators and support integrated STEM research, which has been impeded by the lack of a deep conceptualization of the characteristics of integrated STEM. The lack of a detailed integrated STEM framework thus far has prevented the field from systematically collecting data in classrooms to understand the nature and quality of integrated STEM instruction; this delays research related to the impact on student outcomes, including academic achievement and affect. With the framework presented here, we lay the groundwork for researchers to explore the impact of specific aspects of integrated STEM or the overall quality of integrated STEM instruction on student outcomes.

The Impact of Authentic Learning Exercises On Pre-service Teachers' Motivational Beliefs towards Technology Integration

2014 ◽  
Vol 10 (3) ◽  
pp. 60-76 ◽  
Author(s):  
Jennifer R. Banas ◽  
Cindy S. York
Keyword(s):  
Preservice Teachers ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Authentic Learning ◽  
Goal Orientations ◽  
Task Value ◽  
Motivational Beliefs ◽  
Expectancy Value ◽  
Quasi Experimental ◽  
The Impact

A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers' motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers' expectancy-value related motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted intentions to integrate, with task value predicting significantly.

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