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    Taiwanese Preservice Teachers’ Science, Technology, Engineering, and Mathematics Teaching Intention

    238702_238702.pdf (1001.Kb)
    Access Status
    Open access
    Authors
    Lin, K.
    Williams, John
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Lin, K. and Williams, P. 2015. Taiwanese Preservice Teachers’ Science, Technology, Engineering, and Mathematics Teaching Intention. International Journal of Science and Mathematics Education. 14 (6): pp. 1021-1036.
    Source Title
    International Journal of Science and Mathematics Education
    DOI
    10.1007/s10763-015-9645-2
    ISSN
    1571-0068
    School
    Science and Mathematics Education Centre (SMEC)
    Remarks

    The final publication is available at Springer via http://doi.org/10.1007/s10763-015-9645-2

    URI
    http://hdl.handle.net/20.500.11937/10083
    Collection
    • Curtin Research Publications
    Abstract

    This study applies the theory of planned behavior as a basis for exploring the impact of knowledge, values, subjective norms, perceived behavioral controls, and attitudes on the behavioral intention toward science, technology, engineering, and mathematics (STEM) education among Taiwanese preservice science teachers. Questionnaires (N = 139) collected information on the behavioral intention of preservice science teachers engaging in STEM education. Data were analyzed using descriptive statistics, path analysis, and analysis of variance. Results revealed that, in terms of direct effects, higher perceived behavioral control and subjective norms were associated with stronger STEM teaching intention. More positive attitude and greater knowledge were indirectly associated with higher subjective norms and perceived behavioral control, which resulted in stronger STEM teaching intention. Additionally, gender did not affect preservice teachers’ intention to adopt STEM teaching approaches. However, preservice teachers whose specialization was in different fields tended to influence their knowledge and perceived behavioral control; these issues require further investigation.

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