Pre-Service Teachers’ Self-Efficacy of Interdisciplinary Team Teaching through the Use of Collaborative Concept Map

Abstract

The ability to work with people from different disciplinary is a skill for workplace and it is an important skill for teachers too. This study helps gain a better understanding of how engaging in interdisciplinary design teams impacts student teachers’ self-efficacy through the use of collaborative concept maps. A statistically significant positive change was reported in pre-service teachers’ pre and post study self-efficacy in interdisciplinary design teams. Qualitative data shows that using collaborative concept map in interdisciplinary design teams strengthened pre-service’ teachers understanding of interdisciplinary team teaching and broadened their pedagogical awareness for future teaching. The findings enhance our understanding of how teacher education programs could use interdisciplinary project teams to prepare future teachers.