Exploring Changes in Mathematics and Science Teaching Efficacy Beliefs Among Elementary Preservice Teachers Enrolled in a STEM-Focused Preparation Program: Cross-Case Study Analysis

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Abstract

Four case studies of prospective teachers enrolled in a STEM Elementary education teacher training are analyzed in this paper. We explored participants’ changes in their mathematics and science teaching efficacy beliefs captured via interviews and video observations over the course of an academic year. Case study analysis illustrated changes in efficacy due to field exposure and teacher training. Common themes were found for all participants, illustrating initial beliefs about their teaching abilities and changes in efficacy over one year; each individual described unique ways of understanding her growth (or lack of) in teaching efficacy, the trajectory of teaching efficacy over the course of the year and the role of teaching practice and teacher training in changes of efficacy beliefs.

Authors

• Margareta Maria Thomson, North Carolina State University

• Daniell DiFrancesca, North Carolina State University

• Sarah J. Carrier, North Carolina State University

• Carrie Wilkerson Lee, North Carolina State University