Does STEM-Integrated Professional Development Impact Early Childhood Teachers' Pedagogical Beliefs? A Case Study

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-2 - Division K Section 8 Poster Session 4

Abstract

This study explored the impact of a STEM integrated professional development program on early childhood teachers’ pedagogical practices and beliefs about teaching STEM integrated curriculum in pre-k settings. Four pre-K teachers Participated in this study. The data collected was qualitative in nature. Interview data were transcribed, coded and emerging themes were identified. The conversations that we had with early childhood teachers in this study made us pay closer attention to the factors affecting teachers’ pedagogical beliefs about integrating STEM in their classrooms.

Authors

• Hengameh Kermani, University of North Carolina - Wilmington

• Jale Aldemir, University of North Carolina - Wilmington