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Preparing preservice elementary teachers to teach engineering: Impact on self‐efficacy and outcome expectancy
Author(s) -
Perkins Coppola Matthew
Publication year - 2019
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12327
Subject(s) - mathematics education , expectancy theory , self efficacy , unit (ring theory) , engineering education , class (philosophy) , psychology , discipline , outcome (game theory) , pedagogy , engineering , computer science , mathematics , engineering management , sociology , social psychology , social science , artificial intelligence , psychotherapist , mathematical economics
Research indicates there is a need for teachers to experience multiple mastery experiences with engineering teaching in order to improve teaching engineering self‐efficacy. To prepare future K–5 teachers to teach the engineering design process, one science methods course integrated 2‐day engineering mini‐units into the class meeting and school‐based field experience. The preservice teachers participated as students in an exemplar mini‐unit and then designed their own mini‐unit, which they later taught to K–5 students. Pre‐ and post‐testing of the preservice teachers indicated significant improvement in engineering pedagogical content knowledge self‐efficacy, engagement self‐efficacy, and disciplinary self‐efficacy. Significant improvement was not observed in engineering outcome expectancy.