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

Crawford, Christina; Obenland, Carrie A.; Nichol, Carolyn

doi:10.15695/jstem/v4i1.01

Cited by 5 publications

(4 citation statements)

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“…Therefore, providing rich research experiences like those described here with deep and substantive exploration of engineering teaching could serve as a primary mechanism in enculturing self-efficacy in engineering education for elementary teachers. These findings are in alignment with the previous research suggesting that participating in engineering-education professional development can have positive impact on teachers' engineering teaching efficacy in pre-service teachers (Fogg-Rogers et al, 2017;Perkins Coppola, 2019;Smetana et al, 2019) as well as in-service teachers (Crawford et al, 2021;Utley et al, 2019). Further, experiences like those outlined in this program could afford them the professional development needed to not only teach engineering with confidence, but to build interest in engineering for their students and encourage them to begin identifying with engineering.…”

Section: Discussionsupporting

confidence: 91%

“…Other studies have reported that participating in engineering professional development opportunities has a positive impact on the engineering teaching efficacy of preservice teachers (Fogg-Rogers et al, 2017;Perkins Coppola, 2019;Smetana et al, 2019) and in-service teachers (Crawford et al, 2021;Utley et al, 2019). Further, preservice teachers who engaged in multiple engineering learning activities within a K-8 science methods course, have significantly higher engineering teaching efficacy and outcome expectancy than prior to engaging in the course (Hammack and Yeter, 2022).…”

Section: Current State Of Engineering Education In Elementarymentioning

confidence: 95%

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Culturally Responsive Energy Engineering Education: Campus-Based Research Experience for Reservation and Rural Elementary Educators

Lux,

Hammack,

Gannon

et al. 2024

JSTEM

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This multi-methods investigation was conducted to examine the experiences of preservice and in-service elementary teachers (n=11) from rural and American Indian Reservation communities who participated in an NSF-funded Research Experience for Teachers (RET), a summer residential research-focused professional development experience. The primary intent of the professional development was to build elementary teachers' self-efficacy in the design and implementation of community-centered and culturally responsive engineering education curricula. Over six weeks, teachers participated in energy-related research experiences in campus engineering laboratories while simultaneously developing engineering curricula for their elementary classrooms that focused on energy, a cross-cutting elementary topic. Results indicate that teachers showed significant gains in personal teaching efficacy beliefs in science and engineering. Findings also suggest that participating teachers felt significantly more comfortable teaching engineering post-program compared to preprogram. Quantitative results from this study align with the qualitative findings and indicate that the experience positively impacted teachers' capacities to teach engineering and integrate culturally responsive practices. Results also help identify specific attributes of the experience that contributed to their professional learning. Findings from this study contribute to the refinement of theories on teacher self-efficacy in engineering education and help guide future professional development efforts that foster inclusive student engineering identity formation within their classrooms.

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Section: Discussionsupporting

confidence: 91%

Section: Current State Of Engineering Education In Elementarymentioning

confidence: 95%

Culturally Responsive Energy Engineering Education: Campus-Based Research Experience for Reservation and Rural Elementary Educators

Lux,

Hammack,

Gannon

et al. 2024

JSTEM

View full text Add to dashboard Cite

show abstract

“…The daily virtual breakout sessions provided the Institute with recurring sessions and follow-up, which Darling-Hammond et al (2009) label as a requirement of good professional development. Long term, sustained efforts allow community building to be a part of the professional development process (Eib and Miller, 2006;Crawford et al, 2021). Each participant had attended at least one STEM Institute previously and many had attended FAST conference follow-up events.…”

Section: Facilitator Reflections and Other Lessons Learnedmentioning

confidence: 99%

Pandemic PD: Sustaining Inquiry and Community Amid K-12 Uncertainty

Marcolini

Acosta

Walsh-Haney

et al. 2021

JSTEM

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We describe a long-standing weeklong K-12 STEM teacher workshop that shifted to a virtual platform in 2020. We re-engaged former participants during this STEM Institute with goals of 1) modeling ways to connect best practices for STEM education gained in previous workshops to a virtual environment, 2) providing space for teacher reflection on their virtual learning implementation during Spring 2020 without sufficient planning time, 3) offering collaborative planning time as they prepared for the Fall 2020 semester, and 4) supporting Southwest Florida STEM teachers through community building during the institute. We continued to focus our delivery (previously in person now virtually) on the 5E model (BSCS, 1987). Drawing upon past participant surveys and anecdotal data from previous years, facilitators addressed teachers' need for tools and lessons they could implement in their own virtual classes in the fall with plenty of time to listen and learn from each other. Here we discuss our virtual STEM Institute structure in contrast to previous years, virtual tools demonstrated by facilitators and teacher participants, and facilitator experiences and outcomes during the virtual workshop. We provide both qualitative and quantitative summary data from participant surveys on satisfaction with STEM Institute components related to the goals described.

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“…Research has shown that PD programs are valuable in increasing teachers' engineering self-efficacy and the likelihood of implementing engineering processes in the classroom [5][6][7]. These programs offer flexibility in introducing engineering design to teachers in diverse formats (e.g., in-person versus virtual) [8], using various theoretical frameworks [9]. They often provide participation incentives such as stipends [9,10].…”

Section: Introductionmentioning

confidence: 99%