Enhancing STEM Preservice Teacher Preparation Through Informal Learning Experiences: A Narrative Inquiry

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Preservice Teachers: Liminal Spaces of Becoming Teachers

Abstract

This paper illuminates the impact of providing informal learning experiences on students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a time when there is a shortage of qualified STEM teachers in America. Preservice STEM teachers had an opportunity to participate in an NSF grant funded STEM Internship Institute prior to serving as counselors and teaching assistants in a STEM camp for underrepresented middle school students. Participants were introduced to interactive sessions that model best teaching practices including inquiry-based and project-based learning. This narrative inquiry examines the impact of informal learning experiences on preservice STEM teachers’ self-efficacy and highlights outcomes in three areas: increased pre-service teachers’ confidence, strengthened motivation and commitment to teaching profession, and improved classroom management.

Authors

• Paige K. Evans, University of Houston

• Leah McAlister Shields, University of Houston

• Mariam Manuel, University of Houston

• Cheryl J. Craig, Texas A&M University - College Station

• Ha Thi Nguyen, University of Houston