Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Bridget Miller
Abstract
This mixed-methods action research study examined how an experiential learning–based pedagogical approach influenced the development of teaching engineering self-efficacy in preservice and novice elementary education graduate students. Grounded in Bandura’s self-efficacy theory and Kolb’s experiential learning cycle, the study examined the impact of mastery experiences, vicarious experiences, verbal persuasion, and affective states on shaping participants’ instructional self-efficacy. Data were collected using the Teaching Engineering Self-Efficacy Scale (TESS), written reflections, and a focus group. Engineering pedagogical content knowledge was the only TESS construct to show statistically significant gains, while qualitative findings indicated broader growth in self-efficacy and emotional readiness. The study’s findings indicate the potential value of integrating mastery through authentic classroom teaching experiences and guided reflection in elementary engineering teacher preparation programming. Keywords: experiential learning, teaching engineering self-efficacy, preservice teachers, elementary engineering, teacher preparation, action research, mixed methods
Rights
© 2025, Victoria Harkins Cameron
Recommended Citation
Cameron, V. H.(2025). An Investigation of Preservice and Novice Elementary Education Graduate Students’ Self-Efficacy Toward Teaching Engineering Design. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8341