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ERIC Number: EJ1117349
Record Type: Journal
Publication Date: 2016-Oct
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0036-6803
Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers
Rinke, Carol R.; Gladstone-Brown, Wendy; Kinlaw, C. Ryan; Cappiello, Jean
School Science and Mathematics, v116 n6 p300-309 Oct 2016
Although science, technology, engineering, and mathematics (STEM) education sits at the center of a national conversation, comparatively little attention has been given to growing need for STEM teacher preparation, particularly at the elementary level. This study analyzes the outcomes of a novel, preservice STEM teacher education model. Building on both general and STEM-specific teacher preparation principles, this program combined two traditional mathematics and science methods courses into one STEM block. Analysis compared preservice teachers in the traditional courses with those enrolled in the STEM block, investigating STEM teaching efficacy, reported and exhibited pedagogical practices, and STEM literacies using a pre-post survey as well as analysis of lesson planning products. Linear regression models indicated that substantial growth was seen in both approaches but STEM block preservice teachers reported significantly greater gains in STEM teaching efficacy as compared with traditional-route teachers. Lesson planning artifacts also demonstrated increased facilitation of STEM literacies, with specific attention to content integration, engineering and design, and arts inclusion. Technology and computational thinking emerged as areas for further growth and clarification in STEM teacher education models. Findings contribute to a growing research base on developing the STEM teacher workforce.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A