Developmental Efficacy Trajectories of Elementary STEM Preservice Teachers: A Mixed-Methods Investigation

• In Event: 56.082 - Poster Session 12
  In Poster Session: 56.082-1 - Motivation, Learning, and Instruction in STEM

Abstract

The aim of the current mixed-methods study was to investigate developmental efficacy trajectories of elementary preservice teachers (N=245) over the course of five years. The current study is situated within a large grant-funded NSF research project called Accomplished Teachers of Mathematics and Science (ATOMS). Quantitative (surveys) and qualitative data (interviews) were collected at six time points during participants’ teacher preparation program and into their first two years of teaching.

Overall results showed that participants' efficacy trajectory increased gradually during their teacher preparation program and slowly decreased during their first and second year of teaching. Further, qualitative data (18 interviews) helped explain 'when' and 'how' teaching efficacy changes, and that efficacy beliefs are very context and task specific.

Authors

• Margareta Maria Thomson, North Carolina State University

• Temple A. Walkowiak, North Carolina State University

• Ashley Whitehead, North Carolina State University