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Participants included 131 preservice teachers in the United States; quantitative evidence came from a pre- and post-test Self-Efficacy for Teaching Integrated STEM instrument. Qualitative insights used two semi-structured interviews with 10 selected participants. Results show growth in iSTEM self-efficacy and highlight enactive mastery, emotional arousal, vicarious experiences, and verbal persuasions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preservice-elementary-teachers-integrated-stem-teaching-self-efficacy-contributing-sources-within-stem-education-courses/590312/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preservice-elementary-teachers-integrated-stem-teaching-self-efficacy-contributing-sources-within-stem-education-courses/590312.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study investigating about preservice teachers?","Question",{"text":112,"@type":113},"The study investigates how semester-long STEM methods courses influence elementary preservice teachers’ iSTEM teaching self-efficacy and what sources contribute to their beliefs and confidence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were self-efficacy changes measured?",{"text":117,"@type":113},"Quantitative data used the Self-Efficacy for Teaching Integrated STEM instrument administered as a pre-test and post-test. 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[https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nPreservice Elementary Teachers’ Integrated STEM Teaching Self-Efficacy: Contributing Sources Within STEM Education Courses  \nDeepika Menon  \nUniversity of Nebraska-Lincoln  \nJeanna R. Wieselmann  \nSouthern Methodist University  \nSarah Haines  \nTowson University  \nSumreen Asim  \nIndiana University Southeast  \nAmanda Koch  \nHuman Resources Research Organization  \nDerek Cox  \nUniversity of Nebraska-Lincoln  \nElementary teachers often feel underprepared to teach integrated STEM (iSTEM) and describe their preservice teacher preparation as ineffective. The purpose of this study is to investigate the extent to which semester-long STEM methods courses influenced elementary preservice teachers’(PSTs) iSTEM teaching self-efficacy and identify how the sources of self-efficacy influenced their beliefs and confidence in teaching iSTEM. Participants included 131 PSTs at a large midwestern researchintensive public university in the United States. Quantitative data sources included the Self-Efficacy for Teaching Integrated STEM instrument administered as a pre-and post-test. The qualitative data collection included two semi-structured interviews with 10 selected participants. Findings suggest that PSTs experienced growth in iSTEM teaching self-efficacy through their STEM methods coursework. Sources that emerged as contributors toward enhanced confidence to teach iSTEM were enactive mastery, emotional arousal, vicarious experiences, and verbal persuasions. The implications for preservice teacher preparation programs and future research on iSTEM teaching self-efficacy are discussed.  \nKeywords: elementary preservice teachers, integrated stem, mixed methods, science education, self-efficacy, student teaching, teacher education/development  \nWhile STEM disciplines have traditionally been taught as distinct subject areas in formal educational settings, K–12 standards are rapidly shifting toward integrated STEM (iSTEM), which seeks to merge the STEM disciplines to prepare students for careers that require interdisciplinary knowledge (National Academy of Engineering & National Research Council [NAE & NRC], 2014) . This shift and the relatively recent inclusion of engineering in K–12 education standards (e.g., NGSS Lead States, 2013) pose new demands  \nin already challenging elementary teaching contexts. Elementary teachers are often uncomfortable teaching science, mathematics, and engineering as independent subjects (Buss, 2010; Hammack & Ivey, 2017), and STEM integration poses new challenges. Of considerable concern is that a significant number of elementary teachers describe their preservice teacher (PST) preparation as ineffective, especially in interdisciplinary content knowledge, leaving them unprepared to teach using an iSTEM approach (Banilower  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nMenon et al.  \net al., 2018; NAE & NRC, 2014; Trygstad et al., 2013) . Despite calls for increasing iSTEM instruction, there are limited professional development (PD) opportunities for inservice teachers to engage in learning about iSTEM instruction (Luft et al., 2020), and PST preparation programs have also been slow to adapt to t","cbCaigzyQuu9Qg2f","https://ap.wps.com/l/cbCaigzyQuu9Qg2f","pdf",1627807,"English","# Study purpose and context\n## Integrated STEM (iSTEM) teaching demands\n## Self-efficacy framework in teacher competence\n# Methodology\n## Participants and course intervention\n## Quantitative measures and qualitative interviews\n# Findings and implications\n## Growth in iSTEM teaching self-efficacy\n## Sources contributing to enhanced confidence","[{\"question\":\"What is the study investigating about preservice teachers?\",\"answer\":\"The study investigates how semester-long STEM methods courses influence elementary preservice teachers’ iSTEM teaching self-efficacy and what sources contribute to their beliefs and confidence.\"},{\"question\":\"How were self-efficacy changes measured?\",\"answer\":\"Quantitative data used the Self-Efficacy for Teaching Integrated STEM instrument administered as a pre-test and post-test. Qualitative data used two semi-structured interviews with 10 selected participants.\"},{\"question\":\"Which sources contributed to enhanced iSTEM teaching confidence?\",\"answer\":\"Contributing sources identified include enactive mastery, emotional arousal, vicarious experiences, and verbal persuasions.\"}]","Preservice Elementary Teachers’ Integrated STEM Teaching Self-Efficacy: Contributing Sources Within STEM Education Courses | PDF",1792069313]