Transformational Learning in Compressed Field Experiences: Building Teacher Self-Efficacy Through Intensive Summer STEM Camps

Abstract

This qualitative study examines how compressed intensive field experiences facilitate transformational learning and self-efficacy development in pre-service teachers. Five educators (four pre-service, one alternatively certified) participated in a four-day intensive STEM summer camp for 3rd-5th grade students in rural Oklahoma, preceded by three weeks of professional development and collaborative lesson planning, and followed by a week of reflection activities. Using Mezirow's transformational learning theory and Bandura's self-efficacy framework, we analyzed interview transcripts, reflective essays, and after-action reports through thematic analysis. Three major themes emerged: (1) confronting weakness areas through deliberate choice, (2) first-day chaos to systematic improvement, and (3) confidence building through safe failure. Findings demonstrate that compressed field experiences, when structured with daily debriefing and psychological safety, can facilitate the rapid iteration between disorienting dilemmas, critical reflection, and acting-engagement necessary for perspective transformation. Participants showed evidence of all three core components of transformational learning within four days. Results suggest intensive summer programs designed to support risk-taking and rapid instructional iteration offer viable early authentic teaching experiences prior to traditional semester-long field placements for building pre-service teacher competencies. For alternatively and emergency certified teacher these experiences may facilitate professional development needed to mitigate rural teacher shortages.