Literaturnachweis - Detailanzeige
Autor/inn/en | Jamil, Faiza M.; Linder, Sandra M.; Stegelin, Dolores A. |
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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 |
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 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). |
Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |