Share Paper: An Investigation into Teacher Candidate Self-Efficacy as a Result of a STEM Professional Development School Program

  1. Steven Chesnut, University of South Dakota, United States
  2. Daniel Mourlam, University of South Dakota, United States
  3. Gabrielle Strouse, University of South Dakota, United States
  4. Lisa Newland, University of South Dakota, United States

Abstract: With shortages in the STEM workforce, it is important to foster children’s interest in STEM subjects at early ages. New teachers must be prepared to engage learners in STEM experiences upon their entry into the profession. This study investigated the impact of a STEM professional development school (PDS) on teacher candidate (candidate) self-efficacy. Embedded within an introductory educational technology course, the PDS engages candidates in planning, teaching, and evaluating integrated STEM lessons to elementary students throughout the semester. Data were collected from PDS and non-PDS candidates enrolled in different sections of the same course. A teaching self-efficacy survey was used ...