Impacts of STEM Professional Development on Teachers' Knowledge, Self-Efficacy, and Practice

Abstract

Research frameworks outline key aspects of STEM (science, technology, engineering, mathematics) integration for teachers, but translating this research into productive changes in teachers’ classroom practices remains a challenge, particularly in schools without an emphasis on STEM integration. In this article, we detail how a STEM education descriptive framework was used to design and enact a year-long professional development with eight secondary teachers at non-STEM focused schools in Southeast USA. Using teacher self-efficacy scores on pre- and post-tests, self-reported STEM integration efforts, and other feedback, we saw productive changes in teachers’ classroom practices and self-efficacy. We conclude with how this STEM education descriptive framework can be helpful in designing effective professional development for teachers at non-STEM focused schools.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 93 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.