Examining the Impact of Informal Experiences on Preservice Teachers' Self-efficacy

Abstract

This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a time when there is a considerable shortage of qualified teachers in America's urban centers. Preservice STEM teachers were provided with the opportunity to participate in a National Science Foundation (NSF) grant funded Noyce Internship Program prior to serving as counselors and teaching assistants in a STEM camp for underrepresented middle school students. Through the Noyce Internship Institute, participants were introduced to interactive sessions that model promising teaching practices including inquiry-based and project-based learning. This narrative inquiry examines the impact of these experiences on preservice STEM teachers' self-efficacy and highlights outcomes in three areas: increase of preservice teachers' confidence, classroom management, and strengthening their desire to teach STEM.

Citation

Evans, P.K., McAlister-Shields, L., Manuel, M., Stokes, D.W., Nguyen, H. and Craig, C.J. (2021), "Examining the Impact of Informal Experiences on Preservice Teachers' Self-efficacy", Craig, C.J., Evans, P.K. and Stokes, D.W. (Ed.) Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools (Advances in Research on Teaching, Vol. 35), Emerald Publishing Limited, Leeds, pp. 85-108. https://doi.org/10.1108/S1479-368720210000035006