Teacher Perceptions of STEAM Practices: Professional Development Encouraging STEAM Teaching

• In Event: Roundtable Session 16
  In Roundtable Session: Nurturing Professional Development in New Environments

Abstract

This research involves a multi-year study examining perspectives and classroom practices of 21 middle school teachers participating in professional development (PD) exploring science, technology, engineering, arts, and math (STEAM) literacies. This study sought to understand teachers’ perceptions and practices before and after a PD in which STEAM integration was explored through project-based learning involving the political, economical, environmental and historical context of a local river. Participants used digital media for communicating and collaborating with peers and mentors, collecting and analyzing data, and creating and sharing projects. Results suggest teachers’ increased their understand of STEAM to teach content, and perceived the STEAM PD effective towards changing practice. This research offers valuable considerations when developing STEAM PD towards effect successful STEAM teaching.

Authors

• Danielle Christine Herro, Clemson University

• Cassie Fay Quigley, Clemson University