期刊名称：Journal of Interdisciplinary Teacher Leadership
电子版ISSN：2474-7432
出版年度：2017
卷号：2
期号：1
DOI：10.46767/kfp.2016-0009
语种：English
出版社：Kenan Fellows Program for Teacher Leadership
摘要：In the current study, we investigated how preservice teachers (N = 242) from three different teacher-training programs with a STEM focus, namely the Elementary Education (ELM), Science Education, and Mathematics Education, compare with respect to science content knowledge, metacognitive monitoring, and their belief system. Findings revealed that the ELM preservice teachers reported higher levels of science reformed beliefs (e.g., constructivist instruction), but low science content knowledge and teaching efficacy beliefs. Alternatively, Science Education students exhibited the highest levels of content knowledge, accurate monitoring, and higher teaching efficacy beliefs. Implications for teacher education programs with a STEM training focus are discussed.
