Changes in Teaching Efficacy Beliefs among Elementary Preservice Teachers from a STEM-Focused Program: Case Study Analysis

Four case studies of preservice teachers enrolled in a STEM-focused elementary teacher preparation program are used to document changes in mathematics and science teaching efficacy over the course of one academic year. Qualitative analysis revealed that all four case studies experienced changes in t...

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Bibliographic Details
Published inJournal of interdisciplinary teacher leadership Vol. 2; no. 1; pp. 29 - 43
Main Authors Thomson, Margareta Maria, DiFrancesca, Daniell, Carrier, Sarah, Lee, Carrie, Walkowiak, Temple A
Format Journal Article
LanguageEnglish
Published Kenan Fellows Program for Teacher Leadership at NC State University 01.12.2018
Subjects
Attitude Change
Case Studies
Elementary School Teachers
Mathematics Instruction
Preservice Teachers
Reflection
Science Instruction
Self Efficacy
STEM Education
Student Attitudes
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Summary:Four case studies of preservice teachers enrolled in a STEM-focused elementary teacher preparation program are used to document changes in mathematics and science teaching efficacy over the course of one academic year. Qualitative analysis revealed that all four case studies experienced changes in their mathematics and science teaching efficacy beliefs over the course of the year. Participants described unique ways of understanding their growth (or lack thereof) in teaching efficacy, the trajectory of teaching efficacy over the course of the year, and the role of teacher training in changing their efficacy beliefs.
ISSN:2474-7432
2474-7432