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The impact of integrated STEM professional development on teacher quality
Journal article   Peer reviewed

The impact of integrated STEM professional development on teacher quality

Wenbin Du, Denghui Liu, Carla C. Johnson, Toni A. Sondergeld, Virginia L. J. Bolshakova and Tamara J. Moore
School science and mathematics, v 119(2), pp 105-114
Feb 2019
DOI: https://doi.org/10.1111/ssm.12318
Featured in Collection :   UN Sustainable Development Goals @ Drexel

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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19 Record Views
16 citations in Web of Science
35 citations in Scopus

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UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#4 Quality Education

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Collaboration types
Domestic collaboration
International collaboration
Web of Science research areas
Education & Educational Research
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