The Effects of an Undergraduate Research Experience on Preservice Teachers' Self-Efficacy in STEM Education

• In Event: Teacher Research Poster Session

Abstract

Preservice and inservice teachers often lack the self-efficacy to effectively implement STEM education into their classrooms. In essence, teacher educator programs need to provide undergraduate research experiences (UREs) for STEM content integration. This mixed methods case study details the impact an external URE had on education preservice teachers’ STEM self-efficacy. The URE included developing a STEM-related curriculum, teaching the curriculum at a middle school, gathering research data, and presenting results at an academic conference. Results showed that participation in the URE had a positive impact on the participants’ self- efficacy in STEM. This study provides practical value, as faculty mentors in education teacher programs can implement similar UREs to increase the STEM self-efficacy of current and future pre-service educators.

Authors

• Erin Pearce, Tarleton State University

• Jesse Brock, The Community Foundation for Ocala/Marion County

• Phillis Bunch, Tarleton State University