What Teachers Want: Elementary Teachers’ Perceptions of STEM-focused Professional Development

Abstract

With a recent increased focus on science, technology, engineering, and math (STEM) education nationally, more elementary schools are embarking on this path. However, the problem is that elementary teachers who provide STEM instruction require a level of professional development which may not be currently offered, which may shape the teacher’s self-efficacy and how the teacher perceives his or her role in STEM implementation. Professional development offerings need to be designed to adequately provide elementary teachers with the learning needed to be confident and successful at implementing integrated STEM education.  The purpose of the qualitative instrumental case study was to explore the experiences of fifth-grade science teachers in a large urban school district in Florida regarding STEM-focused professional development and the perceived impact of these experiences on teacher self-efficacy in implementing integrated STEM education in the classroom. Using semi-structured interviews, reflective notes, and surveys, 14 current elementary teachers were interviewed regarding experiences with STEM professional development and how those experiences shaped self-efficacy in effectively implementing integrated STEM education.  The study revealed the participating teachers had limited STEM professional development experiences, with the majority being self-directed. The study also revealed participating teachers felt increased creativity is necessary for successful STEM implementation. Additionally, the participants desired a personalized professional development approach combined with coaching and mentoring opportunities around STEM.

Keywords: STEM instruction, professional development, self-efficacy, elementary STEM instruction, STEM professional development.

DOI: 10.7176/JEP/10-21-14

Publication date:July 31^st 2019