Transformative Learning of In-Service STEM Teachers in an Intensive Cybersecurity Professional Development Program

• In Event: STEM Teacher Perceptions and Knowledge

Abstract

This study investigated transformative learning that had occurred when middle and high school STEM teachers were exposed to a six-week professional development on data science and cybersecurity. Using the qualitative data obtained from reflection journals, online-class observation and artifacts produced throughout the duration, it is clear that transformative learning had occurred. Words cloud analysis reveals that the words represent transformative learning are associated with 1) the teachers’ transition and decision-making in transferring of their learned knowledge to curriculum design and implementation; 2) the collaboration activities with their peers; and 3) their critical reflections on teaching pedagogy and interactions with students. Through the process of transformative learning, STEM teachers’ beliefs and knowledge on STEM curriculum design and implementation have been shifted.

Author

• Yujuan Shi, Texas Tech University