Abstract
This dissertation is a culmination of research conducted for the changing landscape of preservice teacher education. From ideation to conclusions, it follows a three-manuscript dissertation style. The research entails implementing a course-based undergraduate research experience (CURE) titled the Peer Inquiry Research Project (PIRP) as a capstone project in three STEM preservice teacher methods courses at a regional university in the Pacific Northwest.
The purpose of the PIRP was to examine mono- and interdisciplinary teaching efficacy, professional identity development, and technology beliefs. This study utilized an embedded quasi-experimental mixed methods design. The quantitative data gathered could only measure teaching efficacy and did not have any way of explaining professional identity. The qualitative data informed on professional identity development through participant reflective journaling as part of the PIRP. Furthermore, technology beliefs were assessed as a post-test only design after participation in the PIRP.
Findings indicated that there was an increase in math teaching efficacy while science teaching efficacy and other variables of interest were unchanged. Additionally, professional identities such as “teacher,” “scientist,” “mathematician,” and “researcher” were positively impacted by participating in the PIRP.
Overall, the PIRP is a viable method to develop interdisciplinary teaching in STEM preservice teachers while facilitating efforts to develop their professional identities and change the way they teach in their future classrooms.