Examining the Effects of Undergraduate STEM Education and Teacher Education on Preservice Science and Mathematics Teacher Readiness and Teacher Performance Assessment (edTPA) Scores

In this study, the effects of teacher education on preservice secondary science and mathematics teacher readiness (defined as an understanding of how to implement current standards, how to teach English learners, and the belief teachers have about their abilities and skills as educators) and teacher performance assessment (edTPA) scores were examined. Its purpose was to provide insight into ways to better prepare teachers to teach their discipline in reform-based ways to all students. To do so, a subset of preservice teachers (teacher candidates) enrolled in a teacher education program at one of six California public universities participated. To determine teacher readiness, participants completed a survey, composed of both five-point Likert scale questions and open-ended response questions, at the beginning and end of their program. Their responses to both surveys were scored based on a rubric used in previous, related studies. The scores were compared between preservice teachers who had completed undergraduate STEM education programs and those who had not at the beginning of their teacher education programs. The scores were then analyzed for significant changes in teacher readiness between the beginning and end of the program using repeated measures analysis. The scores were also analyzed for differences among participants attending fifth-year, post-baccalaureate teacher education programs and an experimental undergraduate program. Further teacher performance assessment (edTPA) scores were analyzed to determine possible associations with teacher readiness using canonical correlation analysis. Undergraduate STEM education programs were effective in developing standards-based instruction. Fifth-year, post-baccalaureate teacher education programs were effective in developing language, literacy, and EL instruction, whereas an experimental undergraduate teacher education program was not. Both undergraduate STEM education programs and teacher education programs were not very effective in developing teacher efficacy. Findings suggest that teacher educators and curriculum developers involved in undergraduate STEM education programs should consider how to address and include the topic of language, literacy, and EL instructions in their programs. Teacher educators involved in teacher education programs should consider how to improve preservice teachers’ understanding of standards-based instruction through their programs as well