Now "I Love It!": Exploring Elementary Teacher Candidates' Shifting Understandings and Self-Efficacy Around Engineering Education

• In Event: Sheraton Roundtable Session 7
  In Roundtable Session: Insights and Discovery in Preservice and In-Service Growth With Diverse Populations

Abstract

Engineering education is receiving increased attention. This mixed method study explores the influence that an elementary science teaching methods course has had on preservice teachers’ understandings of engineering and self-efficacy for teaching engineering. Findings from one semester of a larger longitudinal study include pre/post Teaching Engineering Self-Efficacy Scale (Yoon et al., 2014) scores, complemented by qualitative analysis written responses to course assignments, and semi-structured interviews. Strong gains are reported in participant self-efficacy even as some misunderstandings remain about engineering and the relationship of engineering, science and technology. Overall, the study reveals the power of a field experience in a highly effective, highly culturally and linguistically diverse elementary classroom with an expert teacher. Implications for teacher educators and researchers are discussed.

Authors

• Lara Smetana, Loyola University Chicago

• Cynthia Nelson, Loyola University Chicago