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ARISE / Annotated Bibliography / Impacts of STEM Professional Development on Teachers’ Knowledge, Self-Efficacy, and Practice

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

Summary

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 middle and secondary teachers at non-STEM focused schools in Southeast USA. We 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. We found teachers improved in their self-efficacy and made productive changes in their classroom practices, though no significant gains in content knowledge were detected. We conclude with how this STEM education descriptive framework can be helpful in designing effective professional development for teachers at non-STEM focused schools.

Authors

Kimberly Gardner, David Glassmeyer, Roneisha Worthy

Organization/Affiliation

Kennesaw State University

Year

2019

Grade Level

Graduate-level (preparation of individuals already holding a teaching certificate), High School (preparation to teach), Middle School (preparation to teach)

Discipline

Mathematics, Science

Resource Type

Article - Peer-reviewed Journal

URL

https://www.frontiersin.org/article/10.3389/feduc.2019.00026

Citation

Gardner, K., Glassmeyer, D., & Worthy, R. (2019). Impacts of STEM Professional Development on Teachers’ Knowledge, Self-Efficacy, and Practice. Frontiers in Education. https://doi.org/10.3389/feduc.2019.00026

 

 

Content Focus

Partnerships between teacher preparation programs and school districts/schools, campus learning centers, STEM education centers, Teacher candidate learning—content, Teacher candidate learning—pedagogy

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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