The Impact of Service-Learning on Teacher Candidates Self-Efficacy in Teaching STEM Content to Diverse Learners

Authors

  • Eunmi Yang Stonehill College
  • Karen L. Anderson Stonehill College
  • Briana Burke Stonehill College

Keywords:

service-learning, teacher preparation, self-efficacy, STEM education, civic engagement, working with diverse students

Abstract

The purpose of this study was to investigate the impact that service-learning has on teacher candidates self-efficacy in teaching science to diverse learners. Participants included teacher candidates enrolled a STEM (science, technology, engineering, and math) content/pedagogy service-learning course during two semesters. Teacher candidates worked with two community partner on projects, with each semester featuring work with one of the community partners. Data collected included quantitative data gathered from the Science Teaching Efficacy Beliefs Instrument Form B (STEBI-B) as well as students responses to reflective assignments. Results suggest that course teaching strategies, especially the inclusion of service-learning, may be responsible for teacher candidates reports of increased confidence in engaging diverse learners as well as greater self-efficacy for teaching science.

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Published

2014-03-03

How to Cite

Yang, E., Anderson, K. L., & Burke, B. (2014). The Impact of Service-Learning on Teacher Candidates Self-Efficacy in Teaching STEM Content to Diverse Learners. International Journal of Research on Service-Learning in Teacher Education, 2, 1-46. Retrieved from https://ijrslte.journal.library.uta.edu/index.php/IJRSLTE/article/view/33

Issue

Vol. 2 (2014)

Section

Articles
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