This study aimed to understand how a STEM course and immersive environment
improved pre-service teachers’ self-efficacy and motivation to implement STEM.
Self-efficacy and motivation were measured using the proposed tool before and
after they attended a semester-long course centered around engineering design
activities, research, and pedagogy over three years. Additionally,
post-graduation data was collected as pre-service teachers entered the first
three years of their teaching careers. Findings suggest that a course focusing
on combined research, pedagogy, and modeling in an immersive environment
improves motivation and self-efficacy and carries over into a career. However,
motivation and efficacy diminish as post-graduation time increases. Implications
from this study could improve professional development design and practice.
Lastly, this research can inform EPPs, practitioners, stakeholders, researchers,
and policymakers about how to motivate classroom teachers.
A STEM course focused on research, pedagogy, and modeling in an immersive environment improved STEM efficacy and beliefs of pre-service elementary teachers that carried over into careers. However, motivation and efficacy diminished as post-graduation time increased.
Shannon Dadd (Troy University: Troy, AL)