Work

Impacts of STEM Professional Development on Teachers' Knowledge, Self-Efficacy, and Practice

Year: 2019

Type: article

Abstract: Research frameworks outline key aspects of STEM (science, technology, engineering, mathematics) integration for teachers, but translating this research into productive changes in teachers’ classroom practices remains a challenge, particularly in schools without an emphasis on STEM integration. In this article, we detail how a STEM education descriptive framework was used to design and enact a year-long professional development with eight secondary teachers at non-STEM focused schools in Southeast USA. Using teacher self-efficacy scores on pre- and post-tests, self-reported STEM integration efforts, and other feedback, we saw productive changes in teachers’ classroom practices and self-efficacy. We conclude with how this STEM education descriptive framework can be helpful in designing effective professional development for teachers at non-STEM focused schools.

Source: Frontiers in Education

DOI: 10.3389/feduc.2019.00026

Authors: Kimberly Gardner, David Glassmeyer, Roneisha Worthy

Institution: Kennesaw State University

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $950