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<p>Integrating STEM (science, technology, engineering and mathematics) into early childhood education poses significant challenges for initial teacher education, particularly regarding preservice teachers’ confidence in designing integrated learning experiences. This study examined changes in jointly reported, group-level ratings on a STEM teaching self-efficacy questionnaire following a university-based project-design intervention and described individual participants’ post-intervention pedagogical reflections. An embedded mixed-methods pre-experimental design was used. Of 152 students enrolled across two academic years, 135 attended regularly and participated in the intervention. The self-efficacy questionnaire was completed jointly in stable working groups: 31 groups provided valid position-matched pretest and post-test records. In addition, 45 students completed the post-intervention pedagogical reflection questionnaire individually. Thirty-one STEM teaching projects were collected. Paired group-level analyses showed higher post-test ratings, particularly for personal STEM teaching self-efficacy (t(30) = − 4.99, <i>p</i> &lt; .001; dz = 0.90). Because the study used one arm, group-consensus pretest–post-test ratings, and no control condition, the observed changes cannot be attributed causally to the intervention or interpreted as individual-level change. The individual reflection data are descriptive and post-intervention only. The findings support further controlled research using individually collected longitudinal and behavioural measures.</p>

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Changes in working group consensus ratings of STEM teaching self-efficacy following a project design intervention

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月4日

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  • Milagros Mateos-Núñez,
  • Guadalupe Martínez-Borreguero,
  • Rosa Corral de la Torre,
  • Francisco Luis Naranjo-Correa

摘要

Integrating STEM (science, technology, engineering and mathematics) into early childhood education poses significant challenges for initial teacher education, particularly regarding preservice teachers’ confidence in designing integrated learning experiences. This study examined changes in jointly reported, group-level ratings on a STEM teaching self-efficacy questionnaire following a university-based project-design intervention and described individual participants’ post-intervention pedagogical reflections. An embedded mixed-methods pre-experimental design was used. Of 152 students enrolled across two academic years, 135 attended regularly and participated in the intervention. The self-efficacy questionnaire was completed jointly in stable working groups: 31 groups provided valid position-matched pretest and post-test records. In addition, 45 students completed the post-intervention pedagogical reflection questionnaire individually. Thirty-one STEM teaching projects were collected. Paired group-level analyses showed higher post-test ratings, particularly for personal STEM teaching self-efficacy (t(30) = − 4.99, p < .001; dz = 0.90). Because the study used one arm, group-consensus pretest–post-test ratings, and no control condition, the observed changes cannot be attributed causally to the intervention or interpreted as individual-level change. The individual reflection data are descriptive and post-intervention only. The findings support further controlled research using individually collected longitudinal and behavioural measures.