The impact of integrated STEM professional development on teacher quality

Du, Wenbin; Liu, Denghui; Johnson, Carla C.; Sondergeld, Toni A.; Bolshakova, Virginia L. J.; Moore, Tamara J.

doi:10.1111/ssm.12318

Cited by 33 publications

(30 citation statements)

References 24 publications

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“…Teachers need support in STEM teaching and learning with the integration of STEM disciplines and appropriate resources for such pedagogical approaches (Estapa & Tank, 2017). Professional development should provide support to teachers' dynamics in shifting to innovative pedagogical practices and integrating the different disciplines effectively (Du et al, 2019). Professional development for teachers can often successfully support self-efficacy and reduce challenges associated with STEM practices (Seals, Mehta, Berzina-Pitcher, & Graves-Wolf, 2017).…”

Section: Discussionmentioning

confidence: 99%

Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base

et al. 2020

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Background China has great student participation in STEM education. Chinese society has a progressive and positive attitude towards STEM as it is considered to provide more opportunities in life. Teachers play a vital role in the success of any STEM program in K-12 schools. However, teachers are facing instructional challenges because of the interdisciplinary nature of the STEM curriculum and the current typical school structure. The success of the STEM programs depends on teachers’ beliefs and their knowledge in adapting to instructional implementation of STEM concepts. Results The data (n = 216) was collected from STEM primary and secondary teachers from 25 provinces in mainland China. Exploratory factor analysis (EFA) was applied, and Pearson’s correlation analysis was used to examine the correlation between Chinese STEM teachers’ beliefs, knowledge, implementation, and the intrinsic challenges of STEM education; t tests and analysis of variance (ANOVA) were performed to ascertain whether there were differences. The structural equation model (SEM) was applied to identify interrelationships. The results indicated that Chinese STEM teachers encounter higher-level intrinsic challenges to instructional implementations based on their beliefs and knowledge. Teachers who utilize their experience of teaching science as their main discipline and then attempt to integrate STEM using mathematics and engineering are likely to encounter higher-level intrinsic challenges in implementation. Conclusion The intrinsic challenges perceived by Chinese teachers in the practice of STEM education can be predicted by their beliefs and knowledge base. Teachers who understand the nature and pedagogy of STEM education are more likely to encounter lower-level intrinsic challenges of STEM teaching, while teachers who utilize their main discipline when conducting integrated STEM learning activities through modeling based on science, technology, engineering, and mathematical problem situations are more likely to encounter higher-level intrinsic challenges. This study also reveals that there are some significant differences in the level of STEM teachers’ beliefs, knowledge base, instructional practice, and their intrinsic challenges based on their teaching grade, seniority, and experience of STEM training and teaching.

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Section: Discussionmentioning

confidence: 99%

Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base

et al. 2020

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“…For instance, Du et al. (2019) investigated how an integrated STEM PD transformed 50 teachers’ practices and perceptions of STEM. They found that the PD helped the teachers implement more effective STEM practices, increased the teachers’ positive perceptions of STEM, and made the teachers aware of the support they needed to implement STEM.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

“Beyond an acronym, STEM is…”: Perceptions of STEM

Navy

Kaya

Boone³

et al. 2020

School Sci & Mathematics

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Although STEM is at the forefront of many educational initiatives, little is known about various professionals' perceptions of STEM. This mixed-methods study surveyed 164 preservice teachers, inservice teachers, administrators, informal educators, and STEM professionals. Quantitative and qualitative questions on the survey elicited participants' perceptions of STEM, STEM support, and STEM careers. Quantitative analysis revealed that profession influenced understandings of STEM, importance of STEM, support for STEM, and perceptions of STEM career opportunities. Qualitative analysis provided rich explanations for the differences in perceptions among professions. This study suggests that science teacher educators need to

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“…Mathematics education research indicates teachers need opportunities to learn and connect STEM content, as they often do not receive such training in teacher preparation programs (Guzey, Moore, & Harwell, ; Honey et al, ). Professional development focusing on STEM integration can be a successful way to support teacher STEM knowledge and integration (Du et al, ). However, teacher attributes can impact the effectiveness of the professional development and should be considered when designing and evaluating teacher interventions (Huffman, Thomas, & Lawrenz, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This approach is beneficial, as the integrating science and mathematical concepts can support understanding better than teaching concepts in an isolated discipline (Czerniak & Johnson, ). For teachers to capitalize on these opportunities, they must understand and support content integration for their students (Du et al, ).…”

Section: Introductionmentioning

confidence: 99%

Developing teacher content understanding by integrating pH and logarithms concepts

Glassmeyer

Smith²,

Gardner

2020

School Sci & Mathematics

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Logarithms are notorious for being a difficult concept to understand and teach. Research suggests that learners can be supported in understanding logarithms by making connections between mathematics and science concepts such as pH. This study investigated how an integrated chemistry and mathematics lesson impacted 29 teachers’ understanding of the logarithmic relationship and pH. Pre‐ and post‐test data indicated 23 teachers improved their understanding of logarithms and 28 improved their understanding of pH, suggesting that teacher educators in both science and mathematics context can use this approach to foster better understanding with their teachers and ultimately school students. Our analysis also identified professional development components and teacher characteristics associated with gains in understanding of pH and logarithms, which mathematics and science teacher educators can use to strategically adapt and implement the lesson within other teacher education settings.

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The impact of integrated STEM professional development on teacher quality

Cited by 33 publications

References 24 publications

Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base

Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base

“Beyond an acronym, STEM is…”: Perceptions of STEM

Developing teacher content understanding by integrating pH and logarithms concepts

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