Preservice teacher preparation for engineering integration in K-5

2015-07-07This qualitative study explored preservice elementary teacher preparation to teach engineering as part of science, technology, engineering, and mathematics (STEM) integration as required by the Next Generation Science Standards (NGSS). The purpose of the study was to understand how preservice teachers’ undergraduate major and teacher preparation programs for a multiple subject credential influence their self‐efficacy to teach engineering for STEM integration in elementary classrooms. The study informs future practices of teacher preparation programs for equipping elementary teachers with knowledge, pedagogical skills, and strategies for increased self‐efficacy to teach engineering as part of STEM integration at the elementary level. The qualitative design generated vivid descriptions of the participants’ experiences that had shaped their efficacy beliefs. The data collection methods were intended to allow four preservice teachers in the last semester of a teacher preparation program to share insight, personal thoughts, and beliefs, as well as self‐judgment regarding their anticipated capabilities to teach engineering as part of the integrative approach to STEM disciplines. From a relatively large sample, four participants who demonstrated high self‐efficacy on the survey were selected to participate in interviews and observations to inquire into their perceptions of readiness to integrate engineering with other subjects. The study analyzed how the participants’ perceived preparation translated to instructional practices in elementary classrooms related to STEM integration with an emphasis on engineering. The study results revealed aspiring elementary teachers’ subject preparation in the STEM disciplines and practices of teacher education programs as they relate to elementary teacher preparation for pre‐engineering and STEM integration in K–5 classrooms. The dissertation presents implications for policy and future practice of teacher preparation programs for a multiple subject credential. It makes recommendations for further research to identify ways of aligning practices of preservice elementary teacher education programs with requirements of modern elementary education