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.

摘要

教师表现与自我效能和学科知识信心有关，这表明在初始教师培训计划中解决这些方面很重要。本研究调查了职前教师科学和工程学科知识信心和教学自我效能感的发展，并评估了参与配对的多学科 STEM 项目后，工作的哪些方面可能导致观察到的任何变化。一组 10 名职前教师与本科工程专业的学生配对，通过工程挑战发展科学，并与孩子们一起制定这些挑战。多方法前后评估评估参与对职前教师学科知识信心和教学自我效能水平的影响，同时定性地探索任何变化的可能原因。结果表明，学科知识信心和教学自我效能感都有显着提高。在探索工作的哪些方面可能促成了这些变化时，数据表明项目的配对方面可能是有益的。让职前教师在其职业生涯早期参与类似的合作项目可能会为职前教师塑造对 STEM 科目的积极倾向提供机会，因此需要评估如何将其纳入教师培训计划。在探索工作的哪些方面可能促成了这些变化时，数据表明项目的配对方面可能是有益的。让职前教师在其职业生涯早期参与类似的合作项目可能会为职前教师塑造对 STEM 科目的积极倾向提供机会，因此需要评估如何将其纳入教师培训计划。在探索工作的哪些方面可能促成了这些变化时，数据表明项目的配对方面可能是有益的。让职前教师在其职业生涯早期参与类似的合作项目可能会为职前教师塑造对 STEM 科目的积极倾向提供机会，因此需要评估如何将其纳入教师培训计划。