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ERIC Number: EJ1141931
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-5257
EISSN: N/A
Exploring Teachers' Perceptions of STEAM Teaching through Professional Development: Implications for Teacher Educators
Herro, Danielle; Quigley, Cassie
Professional Development in Education, v43 n3 p416-438 2017
This research involves a multi-year study examining the perspectives and classroom practices of 21 middle school mathematics and science teachers, in the southeastern United States, participating in professional development (PD) exploring science, technology, engineering, art and mathematics (STEAM) literacies. This study sought to understand teachers' perceptions and practices before and after a PD in which STEAM integration was explored through project-based learning involving the political, social, economical, environmental and historical context of a local river. Participants used digital media as a means of communicating and collaborating with peers and mentors, collecting and analyzing data, and creating and sharing projects. Results suggest teachers increased their understanding of STEAM to teach content and perceived the STEAM PD as an effective initial step to change practice, citing the importance of collaboration and technology integrated directly into the learning process. Implications from this study offer other teacher educators valuable considerations towards developing successful STEAM PD to effect successful STEAM teaching.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A