Impacts of Professional Development Focused on Teaching Engineering Applications of Mathematics and Science

Autor/inn/en	Hammack, Rebekah; Gannon, Paul; Foreman, Christine; Meyer, Elijah
Titel	Impacts of Professional Development Focused on Teaching Engineering Applications of Mathematics and Science
Quelle	In: School Science and Mathematics, 120 (2020) 7, S.413-424 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hammack, Rebekah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12430
Schlagwörter	Engineering; Mathematics Teachers; Science Teachers; Elementary Secondary Education; Inclusion; Teacher Effectiveness; Self Efficacy; Barriers; Faculty Development; Instructional Program Divisions; Gender Differences; Tenure + Suchen Sie Ihr Suchwort? Maschinenbau; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Inklusion; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Amtszeit; Beschäftigungsdauer
Abstract	With the recent national emphasis on preparing children for future careers in science, technology, engineering, and mathematics, K-12 teachers are being called upon to include engineering in their instruction. This study explores the impacts of a summer professional development (PD) program focused on the engineering applications of mathematics and science on in-service K-12 teachers' (a) personal engineering efficacy, (b) engineering teaching efficacy, and (c) perceived barriers to teaching engineering. This quantitative study revealed that a single engineering-focused PD could increase teachers' personal engineering efficacy and engineering teaching efficacy and reduce particular perceived barriers to teaching engineering. No differences existed in pre- to post workshop assessment scores based on grade level taught, gender, or years of teaching experiences. However, pre- to post workshop assessment differences existed between participants depending on the discipline they taught and whether or not they had previously used engineering activities in their classrooms. These findings suggest that a single engineering PD can have significant impacts on in-service teachers' personal engineering efficacy, engineering teaching efficacy, and perceived barriers to teaching engineering, but a one-size-fits-all approach to such PD is not equally effective for all participants. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01