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The Impact of an ACE Model on Prospective Elementary Teachers' Efficacy and Attitudes Toward STEM
Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Division Virtual Rooms, Division K - Section 05: Pre-service Teacher Education Coursework: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction Virtual Paper Session RoomAbstract
This study piloted an innovative ACE model in a math content course and examined its impact on prospective elementary teachers (PSETs)’ efficacy and attitudes toward STEM teaching. The PSETs participated in an integrated STEM inquiry and applied their learning by facilitating the STEM inquiry to elementary school students in afterschool programs. The survey results of 18 PSETs show that the scores increased statistically for the sub-scales of Mathematics Teaching Outcome Expectancy and Mathematics Teaching Efficacy and Beliefs. PSETs’ critical reflections also support the survey results. Infusing the ACE model into mathematics content courses for PSETs is an important step forward in designing math courses not only to enhance PSETs’ knowledge but to increase PSETs’ efficacy and attitudes toward STEM teaching.