Do Diverse Field Placements Matter? Examining Preservice Elementary Teachers’ Self-Efficacy Related to Equitable Science Education

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Equitable Science and STEM Education (Table 2)

Abstract

This study investigates the impact of diverse field placements on pre-service elementary teachers’ (PSET) self-efficacy in equitable science education. Given the increasing diversity in U.S. classrooms, it is crucial for PSETs to connect science teaching with students’ racial, cultural, and linguistic backgrounds. The research examines the relationship between PSET self-efficacy and the demographics of their field placements, focusing on low socioeconomic status (SES), English Language Learners (ELL), and historically marginalized students. Findings show that while diverse field placements did not significantly enhance PSET self-efficacy overall, White PSETs exhibited increased personal self-efficacy. This highlights the importance of diverse field experiences in teacher education programs to foster equitable science teaching practices.

Author

• Lillian Bentley, University of Virginia