By Margareta Maria Thomson, Daniell DiFrancesca,
Sarah Carrier, Carrie Lee, Temple A. Walkowiak
NC State University, Lawrence University, East Carolina University

https://doi.org/10.46767/kfp.2016-0022

Abstract

Four case studies of preservice teachers enrolled in a STEM-focused elementary teacher preparation program are used to document changes in mathematics and science teaching efficacy over the course of one academic year. Qualitative analysis revealed that all four case studies experienced changes in their mathematics and science teaching efficacy beliefs over the course of the year. Participants described unique ways of understanding their growth (or lack thereof) in teaching efficacy, the trajectory of teaching efficacy over the course of the year, and the role of teacher training in changing their efficacy beliefs.

Keywords: efficacy beliefs; preservice teachers; STEM education

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