Applying a model of integrated STEM teacher identity to understand change in elementary teachers' STEM self‐efficacy and career awareness

• DOI: 10.1111/ssm.12610
• Publication Date: 2023-10-11T23:54:01Z
• Authors: Nancy M. Holincheck; Terrie M. Galanti
• Keywords: Self-Efficacy

Abstract This sequential mixed methods study applies a recently published model of integrated science, technology, engineering, and mathematics (STEM) teacher identity to analyze artifacts from graduate STEM education course for in‐service teachers ( n = 23). captures the complexity integrating in elementary classrooms as an intertwining professional learning identity. Increases participating teachers' self‐efficacy career awareness motivated research team look explanatory qualitative evidence reflections. Analysis using nine dimensions elicited robust (teaching interest, self‐efficacy, motivation, self‐image, task perception) limited learner (competence, performance, recognition, content interest) statements. Changes were associated with only three dimensions. Application this can provide deeper understanding readiness engage students authentic problem solving. Findings indicate that purposeful prompting reflection informed by may support cultivation identities.