Early Childhood Teacher Beliefs about STEAM Education after a Professional Development Conference

Autor/inn/en	Jamil, Faiza M.; Linder, Sandra M.; Stegelin, Dolores A.
Titel	Early Childhood Teacher Beliefs about STEAM Education after a Professional Development Conference
Quelle	In: Early Childhood Education Journal, 46 (2018) 4, S.409-417 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-017-0875-5
Schlagwörter	Preschool Teachers; Teacher Attitudes; Beliefs; Mixed Methods Research; STEM Education; Art Education; Teaching Methods; Interdisciplinary Approach; Problem Based Learning; Learner Engagement; Thinking Skills; Teacher Surveys; Interviews + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Belief; Glaube; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Problem-based learning; Problemorientiertes Lernen; Denkfähigkeit; Interviewing; Interviewtechnik
Abstract	The success of new pedagogies depends on teachers' beliefs about what they entail, and the promises and challenges they hold. This study uses a mixed-methods approach to understand the beliefs of early childhood teachers who attended a professional development conference on STEAM teaching, an emerging approach that combine STEM disciplines and the arts through problem-based learning to engage students and push deep thinking. Data from a post-conference survey (N = 41) and follow-up interviews (N = 4) showed teachers varied in their beliefs about STEAM and the supports they needed to implement it successfully. Implications for teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01