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Engineering science education: The impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers

Lewis, Fay; Edmonds, Juliet; Fogg-Rogers, Laura

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Authors

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Dr Fay Lewis Fay.Lewis@uwe.ac.uk
Senior Lecturer in Mathematics

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Juliet Edmonds Juliet.Edmonds@uwe.ac.uk
Senior Lecturer in Primary Science Education

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Dr Laura Fogg Rogers Laura.Foggrogers@uwe.ac.uk
Associate Professor of Knowledge Exchange in Engineering



Abstract

Teacher performance has been linked with both self-efficacy and subject knowledge confidence suggesting that it is important to address these aspects within initial teacher training programmes. This study investigated the development of pre-service teacher’s science and engineering subject knowledge confidence and teaching self-efficacy following participation in a paired-peer, multidisciplinary STEM project and assesses which aspects of the work may have resulted in any changes observed. A group of 10 pre-service teachers were paired with undergraduate engineering students to develop science through engineering challenges and to enact these with children. Multimethod pre and post evaluation assessed the impact of participation on the subject knowledge confidence and teaching self-efficacy levels of the pre-service teachers, alongside qualitatively exploring possible reasons for any changes. Results indicated that significant increases in both subject knowledge confidence and teaching self-efficacy had occurred. In exploring which aspects of the work may have contributed to these changes, data suggested that the paired-peer aspect of the project may have been beneficial. Immersing pre-service teachers in similar collaborative projects early in their career may provide opportunities to shape positive dispositions towards STEM subjects for pre-service teachers and so evaluations of how this can be built into teacher training programmes are required.

Citation

Lewis, F., Edmonds, J., & Fogg-Rogers, L. (2021). Engineering science education: The impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers. International Journal of Science Education, 43(5), 793-822. https://doi.org/10.1080/09500693.2021.1887544

Journal Article Type Article
Acceptance Date Feb 4, 2021
Online Publication Date Mar 3, 2021
Publication Date 2021
Deposit Date Mar 4, 2021
Publicly Available Date Jul 7, 2021
Journal International Journal of Science Education
Print ISSN 0950-0693
Electronic ISSN 1464-5289
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 43
Issue 5
Pages 793-822
DOI https://doi.org/10.1080/09500693.2021.1887544
Keywords STEM, science education, engineering education, teacher education, self-efficacy, STEM subject knowledge confidence
Public URL https://uwe-repository.worktribe.com/output/7173702

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