Empowering Preservice Teachers Through Alternative STEM Teaching Experiences

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Author(s): Megan Burton (Auburn University, USA), L. Octavia Tripp (Auburn University, USA), Sara B. Demoiny (Auburn University, USA), Victoria M. Cardullo (Auburn University, USA)and Stacie Finley (Auburn University, USA)
Copyright: 2020
Pages: 18
Source title: Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-9232-7.ch007

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

Science, technology, engineering, and mathematics education (STEM) is a focus in many schools and businesses. Therefore, it is critical teachers are prepared to implement effective STEM lessons in their classrooms, and that research explores ways to prepare teachers for this important field. This chapter describes the experience of 24 preservice teachers that planned and implemented a three-week summer elementary STEM classroom experience for approximately 150 students in Grades 3 to 5. Preservice teachers' reflections and perceptions from of this experience are captured from multiple lenses at four points of the experience using the portraiture method of inquiry. Then these portraits are analyzed for themes that provide insight into the perceptions and effectiveness of the experience.

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