Developing pre-service elementary teachers' self-efficacy for integrated STEM

Education policies consistently emphasize the importance of preparing pre-service teachers (PSTs) with the confidence and competence necessary to effectively deliver Science, Technology, Engineering, and Mathematics (STEM) education. Previous research suggests that the success of these initiatives depends on PSTs' beliefs, knowledge, and understanding of STEM education. Specifically, STEM self-efficacy is a key determinant of their ability to navigate challenges in designing and implementing effective STEM learning experiences. This study aims to understand the evolution of PSTs' self-efficacy for integrated STEM teaching during their participation in a one-semester STEM program. Utilizing a mixed methods approach, the study involved 27 PSTs. Quantitative data were collected using the STEM teaching efficacy beliefs instrument, administered as a pre- and post-test, while qualitative data were obtained from the PSTs' STEM lesson plans and final reflections. The results suggest that the STEM program had a positive impact on PSTs' STEM teaching efficacy beliefs, with teacher guidance, peer collaboration, and constructive feedback proving to be pivotal factors in enhancing their confidence and comprehension in the design of integrated STEM activities. However, limited opportunities for practical implementation restricted the PSTs' ability to refine their lesson plans and realize the full potential of the program. Future STEM education programs should prioritize opportunities for the PSTs to implement and reflect upon their lesson plans, thereby placing a greater emphasis on formative assessment techniques, inclusivity, and open-ended exploration. By addressing these areas, teacher education programs can further enhance the PSTs' knowledge, skills, and self-efficacy, thus ultimately preparing them to deliver high-quality STEM learning experiences.