Increasing Teacher Self-Efficacy for Math and Science: An Action Research Study of Graduate Education Students

• In Event: Roundtable Session 3
  In Roundtable Session: STEM Preservice Teacher Beliefs and Community Building

Abstract

Students in the United States produce lower scores internationally in math and science (National Center for Education Statistics, 2007). Improving the scores of elementary students will require effective teachers who have high self-efficacy for teaching math and science. This action research study analyzed the effects of an intervention designed to provide graduate teacher education students the opportunity to explore math and science concepts and to observe video teaching models using a researcher-developed protocol. Data was collected through a mixed methods approach. Findings suggest that the interventions were successful for improving student efficacy for teaching math, but not for science.

Author

• Maria Boeke Mongillo, Central Connecticut State University