Impact of a Noyce Scholarship Professional Learning Community on Preservice Teachers’ Self-Efficacy

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Exploring Diverse Pathways in Teacher Preparation: Personality Traits, Planning Competence, and Innovative Professional Learning Communities (Table 8)

Abstract

This mixed-methods study examines the impact of a professional learning community (PLC) on STEM preservice teachers at a midwestern university. Over the past several years the university has had National Science Foundation Noyce scholarship funding for future math and science teachers. This has led to the creation of a strong PLC that spans several years and includes participating in a student chapter of a professional organization, funding to attend state and regional conferences, attending an annual PLC conference, and helping PLC faculty with outreach activities. The results of the quantitative analysis indicate that the PLC does significantly improve preservice teachers’ self-efficacy.

Authors

• Sharon Vestal, South Dakota State University

• Patrick D. Hales, South Dakota State University

• Laura Hasselquist, South Dakota State University