Author ORCID Identifier

https://orcid.org/0009-0004-5915-700X

Date Available

12-15-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Education Sciences

Faculty

Jonathan Thomas

Faculty

Jennifer Wilhelm

Abstract

There is an ongoing need for preparing high-quality preservice elementary teachers who are confident and capable in the design and delivery of integrated STEM instruction. This qualitative study examines the experiences of a small cohort of preservice elementary teachers enrolled in a science teaching methods course and further examines how preservice teachers' perceptions of self-efficacy change as a result of their participation in integrated STEM experiences in science methods coursework. Data were collected using pre and post surveys to capture self-reported efficacy levels related to STEM teaching, along with semi-structured interviews conducted before and after the course to further contextualize these responses and explore participants’ definitions and perceptions of integrated STEM. Findings indicated three key themes; increasing perceptions of self-efficacy in the context of STEM teaching and learning, navigating uncertainty and skepticism, and shifting understanding and applying STEM in real-world contexts. This study highlights the importance of providing opportunities for elementary preservice teachers to participate in integrated STEM experiences as a part of their teacher preparation programs. These experiences can promote productive shifts in elementary preservice teachers’ self-efficacy and their understanding of integrated STEM. This study contributes to the literature on STEM education and teacher education by offering insight into how integrated STEM experiences can support preservice teachers’ sense of self efficacy and conceptual clarity with integrated STEM teaching and learning.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.556

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