An Analysis of the Effect of Long-Term Professional Development on Teacher Engineering Self-Efficacy and Its Impact on Classroom Instruction

Autor/inn/en	Crawford, Christina; Obenland, Carrie; Nichol, Carolyn
Titel	An Analysis of the Effect of Long-Term Professional Development on Teacher Engineering Self-Efficacy and Its Impact on Classroom Instruction
Quelle	In: Journal of STEM Outreach, 4 (2021) 1, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-6767
Schlagwörter	Professional Development; Program Length; Program Effectiveness; Inservice Teacher Education; Elementary Secondary Education; STEM Education; Science Teachers; Engineering Education; Graduate Study; Water; Technology; Sustainable Development; Pedagogical Content Knowledge; Self Efficacy; Learner Engagement; Active Learning; Student Projects; Authentic Learning; Texas (Houston) + Suchen Sie Ihr Suchwort? Lehrerfortbildung; STEM; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ingenieurausbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Wasser; Technologie; Nachhaltige Entwicklung; Pädagogische Kompetenz; Self-efficacy; Selbstwirksamkeit; Aktives Lernen; Schulprojekt
Abstract	Pre-college engineering education has gained traction in U.S. schools over the past twenty years. This growth is evident with engineering emerging as a crosscutting discipline in the Next Generation Science Standards. However, the scarcity of professional development (PD) for K-12 teachers who want to teach engineering and the few PD opportunities with the characteristics shown to improve teacher learning, i.e., contact time, long-term support, and follow-up, suggest a need for new and innovative PD offerings for K-12 teachers. We developed a 45-hour graduate course specifically for K-12 teachers to incorporate engineering into their classrooms and evaluated the effect of this long-term PD on K-12 teaching engineering self-efficacy. Additionally, this study looked at how the participants translated the course into their teaching practices. Forty-one in-service teachers participated either in a 2018 or 2019 semester-long course that combined nanotechnology content and Project-Based Learning pedagogy. Pre-post measures using Teaching Engineering Self-Efficacy Scale revealed significant gains in both cohort teachers' self-efficacy. Teachers found the course effective in building their technical skills and providing beneficial PD. This study's significant positive outcomes indicate that the course analyzed serves as a pre-college engineering education PD model. (As Provided).
Anmerkungen	Journal of STEM Outreach. PMB 0367, 230 Appleton Place, Nashville, TN 37203. e-mail: jstemoutreach@vanderbilt.edu; Web site: https://www.jstemoutreach.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01