Building stem self-perception and capacity in pre-service science teachers through a school-university mentor program

Mandi Berry, Tricia McLaughlin, Grant Cooper

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review


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.
Original languageEnglish
Title of host publicationSTEM Education
Subtitle of host publicationAn Emerging Field of Inquiry
EditorsTasos Barkatsos, Nicky Carr, Grant Cooper
Place of PublicationThe Netherlands
Number of pages18
ISBN (Electronic)9789004391413
ISBN (Print)9789004391413, 9789004391406
Publication statusPublished - 1 Nov 2018


  • STEM Education
  • science teacher development

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