Building STEM Self-Perception and Capacity in Pre-Service Science Teachers through a School-University Mentor Program

Abstract

This chapter reports a research project aimed to develop pre-service science teachers’ knowledge and understanding of contemporary stem contexts and pedagogies through participation in a stem mentoring initiative for schoolgirls. In this project, primary and secondary pre-service teachers (PSTs) volunteered to work as mentors, collaborating in the design of learning experiences suitable for school-aged girls, together with teacher educators and researchers in stem at an Australian University. Outcomes of the study focus on main themes of: PSTs’ self-perceptions as emerging stem educators, their understandings of stem and developing a pedagogy around stem, their understandings of school girls’ interest, engagement and learning in stem, and the value of the project for teachers in preparation.