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Title:
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EXPLORING THE IMPACT OF A STEM INTEGRATION TEACHER PROFESSIONAL DEVELOPMENT PROGRAM ON EARLY CHILDHOOD TEACHERS PEDAGOGICAL BELIEFS |
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Author(s):
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Hengameh Kermani and Jale Aldemir |
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ISBN:
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978-989-8533-81-4 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2018 |
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Edition:
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Single |
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Keywords:
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Early Childhood, Integrated STEM, Teachers Belief, Professional Development |
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Type:
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Short Paper |
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First Page:
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321 |
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Last Page:
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324 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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The purpose of this study was to investigate how STEM-focused professional development training influence early childhood teachers knowledge, beliefs, and pedagogies. Four pre-K teachers participated in this study. The data collected was qualitative in nature. Interview data were transcribed, coded and emerging themes were identified. The findings showed that all four teachers were positively impacted by the STEM professional development, resources and the materials available to them to implement the STEM units/projects. Consequently, children were positively impacted because of their teachers professional learning and high confidence about teaching STEM-related activities. |
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