Impacts of STEM Professional Development on Teachers’ Knowledge, Self-Efficacy, and Practice
The authors describe how a STEM education descriptive framework was used to design and enact a year-long professional development with eight middle and secondary teachers at non-STEM focused schools in Southeast USA. They examined the professional development impact on teacher content knowledge, self-efficacy, and practice using pre- and post-test scores on a content exam, pre- and post-test scores on a self-efficacy instrument, and self-reported STEM integration efforts.
Educating Effective Science Teachers: Preparing and Following Teachers into the Field
This chapter presents findings from several investigations connected to the preparation of secondary-level science teachers, comparing two secondary science teacher preparation programs (undergraduate and graduate) at a large Midwestern university. The different program designs resulted in a greater use of reform-based science instructional practices by graduate level candidates with science degrees.
Developing STEM Teachers through Both Informal and Formal Learning Experiences
This article highlights the impact of teachHouston on students’ pursuing STEM teaching careers. Both informal and formal learning opportunities were created and implemented to better prepare preservice STEM teachers and to build self efficacy. The outcomes indicate that formal and formal experiences can impact self-efficacy which may lead to increased production and retention of STEM teachers.
First-Year Urban Mathematics and Science Middle School Teachers: Classroom Challenges and Reflective Solutions
This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in the Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in innovative coursework, workshops, and internship training. Through focus groups, interviews, and classroom observations, data were collected to analyze their experiences in economically disadvantaged settings.
