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Preservice Elementary Teachers' Integrated STEM Teaching Self-Efficacy: Contributing Sources within STEM Education Courses

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Title: Preservice Elementary Teachers' Integrated STEM Teaching Self-Efficacy: Contributing Sources within STEM Education Courses
Language: English
Authors: Deepika Menon (ORCID 0009-0009-6962-0391), Jeanna R. Wieselmann, Sarah Haines (ORCID 0000-0002-4319-1164), Sumreen Asim, Amanda Koch, Derek Cox
Source: AERA Open. 2025 11(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2151056
2151045
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Elementary School Teachers, STEM Education, Self Efficacy, Preservice Teacher Education, Methods Courses, Student Experience, Research Universities, Public Colleges, Teacher Education Programs, Integrated Curriculum, Student Attitudes
ISSN: 2332-8584
Abstract: Elementary teachers often feel underprepared to teach integrated STEM (iSTEM) and describe their preservice teacher preparation as ineffective. The purpose of this study is to investigate the extent to which semester-long STEM methods courses influenced elementary preservice teachers' (PSTs) iSTEM teaching self-efficacy and identify how the sources of self-efficacy influenced their beliefs and confidence in teaching iSTEM. Participants included 131 PSTs at a large midwestern research-intensive public university in the United States. Quantitative data sources included the Self-Efficacy for Teaching Integrated STEM instrument administered as a pre-and post-test. The qualitative data collection included two semi-structured interviews with 10 selected participants. Findings suggest that PSTs experienced growth in iSTEM teaching self-efficacy through their STEM methods coursework. Sources that emerged as contributors toward enhanced confidence to teach iSTEM were enactive mastery, emotional arousal, vicarious experiences, and verbal persuasions. The implications for preservice teacher preparation programs and future research on iSTEM teaching self-efficacy are discussed.
Abstractor: As Provided
Notes: https://www.openicpsr.org/openicpsr/project/217221/version/V1/view
Entry Date: 2026
Accession Number: EJ1494527
Database: ERIC
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  Data: Preservice Elementary Teachers' Integrated STEM Teaching Self-Efficacy: Contributing Sources within STEM Education Courses
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  Data: <searchLink fieldCode="AR" term="%22Deepika+Menon%22">Deepika Menon</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-6962-0391">0009-0009-6962-0391</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeanna+R%2E+Wieselmann%22">Jeanna R. Wieselmann</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Haines%22">Sarah Haines</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4319-1164">0000-0002-4319-1164</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sumreen+Asim%22">Sumreen Asim</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+Koch%22">Amanda Koch</searchLink><br /><searchLink fieldCode="AR" term="%22Derek+Cox%22">Derek Cox</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2025 11(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Universities%22">Research Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: 2332-8584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Elementary teachers often feel underprepared to teach integrated STEM (iSTEM) and describe their preservice teacher preparation as ineffective. The purpose of this study is to investigate the extent to which semester-long STEM methods courses influenced elementary preservice teachers' (PSTs) iSTEM teaching self-efficacy and identify how the sources of self-efficacy influenced their beliefs and confidence in teaching iSTEM. Participants included 131 PSTs at a large midwestern research-intensive public university in the United States. Quantitative data sources included the Self-Efficacy for Teaching Integrated STEM instrument administered as a pre-and post-test. The qualitative data collection included two semi-structured interviews with 10 selected participants. Findings suggest that PSTs experienced growth in iSTEM teaching self-efficacy through their STEM methods coursework. Sources that emerged as contributors toward enhanced confidence to teach iSTEM were enactive mastery, emotional arousal, vicarious experiences, and verbal persuasions. The implications for preservice teacher preparation programs and future research on iSTEM teaching self-efficacy are discussed.
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  Data: As Provided
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  Data: https://www.openicpsr.org/openicpsr/project/217221/version/V1/view
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  Data: 2026
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  Data: EJ1494527
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Methods Courses
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      – SubjectFull: Student Experience
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      – SubjectFull: Research Universities
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      – SubjectFull: Public Colleges
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Integrated Curriculum
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      – SubjectFull: Student Attitudes
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      – TitleFull: Preservice Elementary Teachers' Integrated STEM Teaching Self-Efficacy: Contributing Sources within STEM Education Courses
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