Teachers' perceptions of professional development in integrated STEM education in primary schools

Dan, Zheng; Gary, Wong K. W.

doi:10.1109/educon.2018.8363268

Cited by 15 publications

(5 citation statements)

References 21 publications

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“…Learning activities enable learners to have knowledge and happily learn respectively. It enables teachers to understand how it connect among disciplines and school contexts with consideration of multiple disciples (Dan & Gary, 2018). Furthermore, to implement STEM education in primary schools, an attention has been paid to teachers' professional development as effective way to help teachers play their role in holistic teaching.…”

Section: Resultsmentioning

confidence: 99%

Understanding and Satisfaction towards STEM Education of Primary School Teachers through Professional Development Program

Suebsing

Nuangchalerm

2021

JPII

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The integration approach is not new to education, but it is very necessary for currently educating management. The study aims to explore the efficiency of STEM education for primary teachers through professional development. Participants were 200 primary school teachers who have been working for Roi Et Province, Thailand. STEM education manual guide for teacher, achievement test, and satisfaction questionnaire were used for research instruments. Experimental research, pre-test and posttest design were employed for data collection. The statistics used for data analysis were average, standard deviation, percentage and dependent t-test. Findings revealed that the efficiency of STEM education for primary school teachers reached criteria of 81.50/86.25. Primary teachers had understanding in STEM education by mean score of posttest was higher than pretest score at .01 level of statistical significantly differences. Also, they had satisfaction towards STEM Education at the highest level.

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Section: Resultsmentioning

confidence: 99%

Understanding and Satisfaction towards STEM Education of Primary School Teachers through Professional Development Program

Suebsing

Nuangchalerm

2021

JPII

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“…Professional development preferences varied, suggesting distinct needs across different academic disciplines. However, a shared emphasis was observed on the need for technical training, such as STEM application development, echoing sentiments from other studies [50]. The integration of STEM with non-STEM subjects, especially arts, and pedagogical considerations were also highlighted, emphasizing that STEM training should encompass content mastery and effective pedagogical strategies [13,53].…”

Section: Developing the Frameworkmentioning

confidence: 85%

“…In another study by Shernoff et al [23], educators demonstrated considerable enthusiasm for integrated STEM pedagogies, albeit confronting a sense of unpreparedness in their implementation. Correspondingly, in a study by Dan and Gary [50], primary school teachers expressed a need for more robust professional development, emphasizing the application of STEM knowledge in practical teaching scenarios. They also highlighted the importance of peer collaboration, quality curriculum, and district support.…”

Section: Toward the First Version Of Steamcomp Edumentioning

confidence: 99%

Augmenting the Impact of STEAM Education by Developing a Competence Framework for STEAM Educators for Effective Teaching and Learning

Spyropoulou,

Kameas

2023

Education Sciences

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STEAM (science, technology, engineering, arts, and mathematics) education is gaining increasing attention worldwide, with many initiatives being implemented to promote its adoption and effectiveness; thus, its successful integration into educational systems has become increasingly critical. Educators will play a central role in this integration; that is why it is critical to assess their needs, map the necessary roles and competences, and provide the means to guide their professional development in a systematic way. To address these requirements, our study introduces the STEAM Competence Framework for Educators (STEAMComp Edu), as a culmination of literature reviews, expert consultations, and empirical validation by 302 educational professionals, policymakers, and scholars. The framework includes 41 vital competences, organized across 14 competence areas, from five broad educators’ perspectives. STEAMComp Edu captures STEAM educators’ roles, from teaching methods to community engagement, and stands as a pivotal tool in enhancing STEAM education quality and effectiveness. This paper also highlights STEAMComp Edu’s significance in the professional development of educators and focuses on the framework’s value in developing self-assessment tools and in designing STEAM educator occupational profiles that are aligned with the ESCO (European Skills, Competences, Qualifications, and Occupations) standards, thereby contributing to a more structured and recognized approach in the field of STEAM education.

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“…Besides, the significance of PD has been proven in many a study, among others one undertaken by Dare, Ellis dan Roehrig (2018) on teachers' implementation which discovers that teachers require PD in the implementation of interdisciplinary STEM teaching. Dan and Gary's (2018) interviewed teacher who had no previous teaching experience and foundation on integrated STEM and established the need for PD for them. This need exists based on their lack of knowledge on how to apply integrated STEM in teaching.…”

Section: Introductionmentioning

confidence: 99%

Science, Technology, Engineering and Mathematics (STEM) Professional Development: An Evaluation of Teachers’ Learning on Project-based Learning (PBL) Approach in Teaching

Mohd Yusoff,

bin Rasul,

Othman

2024

IJARBSS

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Teachers' perceptions of professional development in integrated STEM education in primary schools

Cited by 15 publications

References 21 publications

Understanding and Satisfaction towards STEM Education of Primary School Teachers through Professional Development Program

Understanding and Satisfaction towards STEM Education of Primary School Teachers through Professional Development Program

Augmenting the Impact of STEAM Education by Developing a Competence Framework for STEAM Educators for Effective Teaching and Learning

Science, Technology, Engineering and Mathematics (STEM) Professional Development: An Evaluation of Teachers’ Learning on Project-based Learning (PBL) Approach in Teaching

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