ERIC Number: EJ1254307
Record Type: Journal
Publication Date: 2019
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2325-7466
An Investigation of Special Education Preservice Teachers' Perspectives and Practices of STEAM Education
Ashley Gess; Nai-Cheng Kuo
Journal of the American Academy of Special Education Professionals, p41-63 Win 2019
Science, Technology, Engineering, Arts, and Mathematics (STEAM) education is an instructional approach whereby teachers intentionally construct design-based learning opportunities to help students learn and apply content knowledge across disciplines in real-life situations. The present study investigated how twenty preservice teachers in a university special education program perceived STEAM education and how they applied STEAM education in the K-12 classroom after a series of trainings and embedded experiences. Results indicate that continuous support in STEAM education is still needed to help preservice teachers move from positive perspectives toward STEAM education to effective practices in the K-12 classroom.
Descriptors: Preservice Teachers, Special Education Teachers, Student Attitudes, Art Education, STEM Education, Elementary Secondary Education, Preservice Teacher Education, Student Teaching
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A