Primary Pre-Service Teachers' Perceptions of STEM Education:Conceptualisations and Psychosocial Factors

Cooper, G and Carr, N 2018, 'Primary Pre-Service Teachers' Perceptions of STEM Education:Conceptualisations and Psychosocial Factors' in Tasos Barkatsos, Nicky Carr, Grant Cooper (ed.) STEM Education An Emerging Field of Inquiry, Koninklijke Brill NV, Netherlands, pp. 168-189.


Document type: Book Chapter
Collection: Book Chapters

Title Primary Pre-Service Teachers' Perceptions of STEM Education:Conceptualisations and Psychosocial Factors
Author(s) Cooper, G
Carr, N
Year 2018
Title of book STEM Education An Emerging Field of Inquiry
Publisher Koninklijke Brill NV
Place of publication Netherlands
Editor(s) Tasos Barkatsos, Nicky Carr, Grant Cooper
Start page 168
End page 189
Subjects Science, Technology and Engineering Curriculum and Pedagogy
Teacher Education and Professional Development of Educators
Summary The aim of this chapter is to examine pre-service teachers' (PSTs) perceptions of STEM education, including their conceptualisations and psychosocial factors associated with teaching it. Methods used in this study to elicit PSTs' perceptions included surveys, online responses and drawings. PSTs' commonly conceptualised STEM education as an integrated approach, emphasising the relationships between disciplines. PSTs also commonly discussed the importance of developing students' generic skills , using problem-based learning and inquiry pedagogies. PSTs reported positive attitudes towards teaching STEM, however there appeared to be limited opportunities to develop their capacities during professional experience in schools. Relatively low levels of self-efficacy to teach engineering and digital technologies were reported.
Copyright notice Copyright © 2019 Koninklijke Brill NV, Leiden, The Netherlands
Keyword(s) STEM Education
pre-service teachers
conceptualisations
self-efficacy
ISBN 9789004391383
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