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Impacting Preservice STEM Teachers' Preparation and Motivation to Teach Through Virtual Informal Learning Experiences

Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Marriott Marquis San Diego Marina, Floor: South Building, Level 1, Pacific Ballroom 16

Abstract

Objectives: Given the critical shortage of U.S. STEM teachers (Department of Education, 2016), and professionals (Xue & Larsen, 2015.), it is imperative to invest in quality STEM education and teacher preparation (Ingersoll, Merrill, & May, 2014). One research-driven method for preparing teachers includes incorporating informal learning experiences (ILEs) to improve content and pedagogical knowledge along with the recruitment of aspiring STEM teachers (Olsen, Cox-Peterson, & McComas, 2001; Jackson Mohr-Schroeder, & Schroeder, 2015; Authors, 2017, Borgerding, 2015). Consequently, this study examined the impact of virtual ILEs on preservice STEM teachers’ preparation and motivation to pursue STEM teaching careers at a large urban, minority-serving institution in Texas.
Undergraduate STEM majors, enrolled in a secondary STEM teacher preparation program, participated in an NSF-funded summer internship, reimagined in response to the COVID-19 pandemic. STEM faculty and in-service teachers transformed professional development on inquiry-based learning, culturally responsive pedagogy, and engineering design to an online setting. Moreover, an integral component of the redesigned program included the purposeful and generative mentorship (Authors, 2021). Hence, pre-service teachers were guided during the planning and implementation of student-centered lessons in an online STEM camp targeted towards grades 6-9.
Theoretical Framework: Two theoretical frameworks anchored our study: Situated Learning (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991) and Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994). Together, both frameworks guided our examination of ILEs and their impact on preservice teachers’ preparation and career interests.
Methods and Data Sources: The qualitative research methodology employed is narrative inquiry (Clandinin & Connelly, 2006) which involves “a collaboration between the researcher and the participants, over time, in a place or series of places, and in social interactions and with milieus” (Clandinin & Connelly, 2000, p. 20). Narrative inquiry occurs within a “three-dimensional narrative inquiry space” allowing us to travel “inward, outward, backward, forward, and situated within the place” (Clandinin & Connelly, 2000, p. 49). Data were collected through surveys and focus group interviews, which were transcribed and coded to identity emergent themes, preceding member checking.
Results: Results indicate that the virtual ILE was important in shaping participants’ career interest and improving their perceived teaching skills. We also discovered that developing an interest in teaching arises from the affective emotions derived from the intrinsic rewards of helping others learn (Lent et al., 1994). For example, one participant stated, “the camp strengthened my desire to become a teacher because working with students and interacting with them…. it’s just really rewarding.” Another participant explained “it’s obvious that we all have improved a lot with how we communicate and present online…it’s been great knowing that my communication skills have improved”.
Scholarly Significance: Using experiential stories of preservice STEM teachers, we examined the contributing factors towards their preparation and interest in a teaching career. ILEs may be critical to attracting and preparing well-qualified STEM teachers. Our findings address an area of limited research on the relationship between ILEs and preservice STEM teachers’ preparation and motivation to teach (Jackson, Mohr-Schroeder, & Little, 2014; Worsham, Friedrichsen, Soucie, & Akiba, 2013).

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