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ERIC Number: EJ1011969
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-0022-0671
Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers
Nadelson, Louis S.; Callahan, Janet; Pyke, Patricia; Hay, Anne; Dance, Matthew; Pfiester, Joshua
Journal of Educational Research, v106 n2 p157-168 2013
Student foundational knowledge of science, technology, engineering, and mathematics (STEM) is formed in their elementary education. Paradoxically, many elementary teachers have constrained background knowledge, confidence, and efficacy for teaching STEM that may hamper student STEM learning. The association between teacher preparation to teach STEM and student achievement in STEM motivated the authors' professional development program. The authors created and implemented a professional development program to address K-5 teacher confidence for, attitudes toward, knowledge of, and efficacy for teaching inquiry-based STEM. Using data from 2 independent cohorts the authors found significant and consistent increases in pre- to postinstitute assessments of teacher confidence, efficacy, and perceptions of STEM. Further, they found increased participant attention toward linking STEM curriculum and instruction to learning standards. Implications and suggestions for future research are discussed. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A