The impact of integrated STEM professional development on teacher quality

DU Wen-bin · Denghui Liu · Carla C. Johnson · Toni A. Sondergeld · Virginia L. J. Bolshakova · Tamara Moore

55 citations0/0 files storedSchool Science and Mathematics

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Science Education and Pedagogy Mathematics Education and Teaching Techniques Teacher Education and Leadership Studies

Abstract

Abstract This study of a state‐funded, 3‐year implementation of an integrated STEM professional development (PD) program for teachers from two middle schools in the midwestern U.S. examined if participants in the PD were enabled to transform their practice and perceptions of STEM. An integrated STEM approach includes a focus on the STEM disciplines, along with leveraging social studies/history and English/language arts as important context and tools for solving society’s biggest challenges. Findings in this study indicated that teachers implemented more effective STEM teaching strategies and had more positive perceptions regarding STEM overall. Further, participants became more aware of their personal needs for resources and support to teach through integrated STEM. Implications for research and practice are discussed.

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2015Qualitative Inquiry and Research Design: Choosing Among Five Approaches 1991Becoming Qualitative Researchers: An Introduction 1938Experience and Education.2009Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures 2013Handbook of Research on Science Education 2004Professional Development and Teacher Learning: Mapping the Terrain 2007Second Handbook of Research on Mathematics Teaching and Learning.2009Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002

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