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STEM professional development: What's going on from the presenters' and participants' perspectives?.

机译：STEM专业发展：从演示者和参与者的角度来看发生了什么？

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摘要

This study was designed to explore elementary STEM professional development viewed from the presenters' and participants' perspectives. Numerous committees and educational organizations recommend investing in STEM professional development at the local, state, and national level. This investment must begin with research that inquires how STEM professional development is structured and what is needed for teacher and student success. Since there is a recent STEM education push in schools, elementary teachers need effective professional development in order to gain the necessary content, skills, confidence, and pedagogy required for those changing demands.;This qualitative study embraced. Yin's case study methodology by observing short-duration STEM professional development for elementary teachers within a large metropolitan school system and an educational professional development agency. The study discussed the analysis and findings in the context of Bandura's sources of efficacy and Desimone's critical features of professional development. Data were gathered form professional development observations, presenter interviews, and participant interviews. The research questions for this study included: (a) based on Desimone's (2009) framework for professional development, what does content focused, active learning, coherence, duration, and collective participation look like in initial STEM professional development for elementary teachers? (b) are Bandura's (1997) four sources of self- efficacy: mastery experiences, vicarious experiences, social persuasion, and affective states evidenced within the short duration professional development? and (c) how do these two frameworks align between presenter and participant thoughts and actions?;This study uncovered additional sources of efficacy are present in short-duration STEM professional development. These found sources include coherence, content, and active learning delivered in a definitive order. The findings of this study have implications for educators, policy makers, and developers of professional development. Future research is needed to add to the small body of literature about STEM professional development, specifically research to fully understand the structure of STEM professional development and how this differs for other areas of learning.
机译：这项研究旨在探讨从演讲者和参与者的角度出发的基本STEM专业发展。许多委员会和教育组织建议在地方，州和国家一级投资于STEM专业发展。这项投资必须从研究开始，以调查STEM专业发展的结构以及师生的成功需要什么。由于最近学校开始推行STEM教育，因此初级教师需要有效的专业发展，以便获得那些不断变化的需求所必需的必要的内容，技能，信心和教学法。 Yin的案例研究方法是观察大型都市学校系统和教育专业发展机构中小学教师的短期STEM专业发展。这项研究在班杜拉的功效来源和Desimone专业发展的关键特征的背景下讨论了分析和发现。从专业发展观察，演讲者访谈和参与者访谈中收集数据。这项研究的研究问题包括：（a）基于Desimone（2009）的专业发展框架，在初级教师的STEM初始专业发展中，内容重点，积极学习，连贯性，持续时间和集体参与是什么样的？ （b）班杜拉（1997）的自我效能的四个来源：在短时期的专业发展中是否表现出精通经验，替代经验，社会说服力和情感状态？ （c）这两个框架如何在演讲者和参与者的思想和行动之间达成一致？；本研究发现，短期STEM专业发展中存在其他功效来源。这些发现的资源包括连贯性，内容和以明确的顺序进行的主动学习。这项研究的发现对教育者，政策制定者和专业发展的开发者有影响。需要进行进一步的研究以增加有关STEM专业发展的文献，特别是要充分理解STEM专业发展的结构以及这对于其他学习领域有何不同的研究。

著录项

  • 作者

    Williams, Randi.;

  • 作者单位

    Mercer University.;

  • 授予单位 Mercer University.;
  • 学科 Teacher education.;Elementary education.;Science education.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 184 p.
  • 总页数 184
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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