TY - JOUR
T1 - Taiwanese Preservice Teachers’ Science, Technology, Engineering, and Mathematics Teaching Intention
AU - Lin, Kuen Yi
AU - Williams, P. John
N1 - Funding Information:
This research was funded by the Ministry of Science and Technology of the Republic of China under contract numbers NSC 102-2628-S-003 -001 and MOST 103-2628-S-003 -001. The findings and recommendations contained in this article of those of the authors and do not necessarily reflect those of the Ministry of Science and Technology. We are extremely grateful to Professor Larry D. Yore and Shari A. Yore for their mentoring efforts, the reviewers for their helpful comments, and the preservice teachers who participated in this study.
Publisher Copyright:
© 2015, Ministry of Science and Technology, Taiwan.
PY - 2016/8/1
Y1 - 2016/8/1
N2 - 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.
AB - 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.
KW - Preservice teachers
KW - STEM
KW - Teaching intention
KW - Theory of planned behavior
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U2 - 10.1007/s10763-015-9645-2
DO - 10.1007/s10763-015-9645-2
M3 - Article
AN - SCOPUS:84928594842
SN - 1571-0068
VL - 14
SP - 1021
EP - 1036
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
IS - 6
ER -