Julie Maynard

Mixed Methods Study

Julie Maynard

Doctoral Student, Teaching & Learning, College of EHE


Advisor: Paul Post



Title: Modeling Integrated STEM Education Through Project-Based Learning to Develop Preservice Teacher Self-Efficacy Beliefs




This mixed methods case study examines preservice teachers’ technological, pedagogical, content, knowledge (TPACK) self-efficacy development during a media literacy education course in which the instructor modeled how to integrate STEM education through project-based learning. Surveys, course reflections, interviews, and student teaching observations were used to analyze preservice teachers’ self-efficacy beliefs.