Engineering Science Education: The Impact of a Paired Peer Approach on Subject Knowledge Confidence and Self-Efficacy Levels of Student Teachers

Autor/inn/en	Lewis, Fay; Edmonds, Juliet; Fogg-Rogers, Laura
Titel	Engineering Science Education: The Impact of a Paired Peer Approach on Subject Knowledge Confidence and Self-Efficacy Levels of Student Teachers
Quelle	In: International Journal of Science Education, 43 (2021) 5, S.793-822 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1887544
Schlagwörter	Engineering Education; Cooperative Learning; Self Efficacy; Knowledge Base for Teaching; STEM Education; Student Teachers; Undergraduate Students; Interdisciplinary Approach; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Kooperatives Lernen; Self-efficacy; Selbstwirksamkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; STEM; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unterrichtserfolg
Abstract	Teacher performance has been linked with both self-efficacy and subject knowledge confidence suggesting that it is important to address these aspects within initial teacher training programmes. This study investigated the development of pre-service teacher's science and engineering subject knowledge confidence and teaching self-efficacy following participation in a paired-peer, multidisciplinary STEM project and assesses which aspects of the work may have resulted in any changes observed. A group of 10 pre-service teachers were paired with undergraduate engineering students to develop science through engineering challenges and to enact these with children. Multimethod pre and post evaluation assessed the impact of participation on the subject knowledge confidence and teaching self-efficacy levels of the pre-service teachers, alongside qualitatively exploring possible reasons for any changes. Results indicated that significant increases in both subject knowledge confidence and teaching self-efficacy had occurred. In exploring which aspects of the work may have contributed to these changes, data suggested that the paired-peer aspect of the project may have been beneficial. Immersing pre-service teachers in similar collaborative projects early in their career may provide opportunities to shape positive dispositions towards STEM subjects for pre-service teachers and so evaluations of how this can be built into teacher training programmes are required. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01