Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: a qualitative case study.
Despite the widespread advocacy for the integration of arts and humanities (A&H) into science, technology, engineering, and mathematics (STEM) education on an international scale, teachers face numerous obstacles in practically integrating A&H into STEM teaching (IAT). To tackle the challenges, a co...
| Publicado en: | Humanities & Social Sciences Communications Vol. 11; no. 1; pp. 1 - 17 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Springer Nature
9/8/2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=179536621&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 179536621 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: MVR0 jtl: Humanities & Social Sciences Communications maglogo: N pubinfo: dt: 9/8/2024 vid: 11 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 179536621 10.1057/s41599-024-03655-5 ppf: 1 ppct: 16 formats: tig: atl: Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: a qualitative case study. aug: au: Jiang, Haozhe Chugh, Ritesh Zhai, Xuesong Wang, Ke Wang, Xiaoqin affil: https://ror.org/00a2xv884 College of Education, Zhejiang University, Hangzhou, China https://ror.org/023q4bk22 School of Engineering and Technology, CML‑NET & CREATE Research Centres, Central Queensland University, North Rockhampton, QLD, Australia Hangzhou International Urbanology Research Center & Zhejiang Urban Governance Studies Center, Hangzhou, China https://ror.org/04gpd4q15 School of Education, City University of Macau, Macau, China https://ror.org/04pq5x672 Department of Teacher Education, Nicholls State University, Thibodaux, LA, USA https://ror.org/02n96ep67 School of Mathematical Sciences, East China Normal University, Shanghai, China https://ror.org/02n96ep67 College of Teacher Education, Faculty of Education, East China Normal University, Shanghai, China su: Career development Self-efficacy in teachers STEAM education Art advocacy Continuous processing Teacher development sug: subj: Career development Self-efficacy in teachers STEAM education Art advocacy Continuous processing Teacher development ab: Despite the widespread advocacy for the integration of arts and humanities (A&H) into science, technology, engineering, and mathematics (STEM) education on an international scale, teachers face numerous obstacles in practically integrating A&H into STEM teaching (IAT). To tackle the challenges, a comprehensive five-stage framework for teacher professional development programs focussed on IAT has been developed. Through the use of a qualitative case study approach, this study outlines the shifts in a participant teacher's self-efficacy following their exposure to each stage of the framework. The data obtained from interviews and reflective analyses were analyzed using a seven-stage inductive method. The findings have substantiated the significant impact of a teacher professional development program based on the framework on teacher self-efficacy, evident in both individual performance and student outcomes observed over eighteen months. The evolution of teacher self-efficacy in IAT should be regarded as an open and multi-level system, characterized by interactions with teacher knowledge, skills and other entrenched beliefs. Building on our research findings, an enhanced model of teacher professional learning is proposed. The revised model illustrates that professional learning for STEAM teachers should be conceived as a continuous and sustainable process, characterized by the dynamic interaction among teaching performance, teacher knowledge, and teacher beliefs. The updated model further confirms the inseparable link between teacher learning and student learning within STEAM education. This study contributes to the existing body of literature on teacher self-efficacy, teacher professional learning models and the design of IAT teacher professional development programs. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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