Impact of Virtual Informal Learning Experiences on Preservice STEM Teachers' Self-Efficacy in Online Teaching

• In Event: Inquiries in STEM

Abstract

This paper highlights the impact of providing virtual informal learning experiences on preservice STEM teachers’ self-efficacy in online teaching during the COVID-19 pandemic. Secondary preservice teachers had the opportunity to participate in a National Science Foundation, grant-funded, internship inclusive of STEM professional development followed by an opportunity to teach in a virtual STEM summer camp. Professional development topics included promising practices such as inquiry-based learning and culturally responsive pedagogy. Moreover, this experience included purposeful and generative mentorship of preservice teachers by both in-service teachers and faculty. This narrative inquiry features the impact of this virtual opportunity and highlights outcomes in online teaching in areas of technology, culturally responsive pedagogy, and teamwork skills.

Authors

• Paige K. Evans, University of Houston

• Mariam Manuel, University of Houston

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

• Ha Thi Nguyen, University of Houston

• Mudithani Maheshika Hettiarachchi, University of Houston

• Leah McAlister-Shields