A Meta-Analysis of Teachers' Knowledge After Attending STEM Professional Development Programs

• In Event: Mathematics Education and STEAM

Abstract

Teachers’ self-efficacy for instructing learners in STEM disciplines has been linked to teachers' knowledge. Professional development programs aim to support teachers’ knowledge to improve student outcomes. In this meta-analysis, teachers’ content knowledge outcomes in STEM education were examined from 2011 through 2020. The analysis included 22 studies with 61 outcomes. The overall effect-size estimate of teachers’ content knowledge in STEM was ES= 0.96 (SD=0.89), representing a large positive effect that professional development contributes to teachers’ content knowledge. Three moderators (teaching grade, academic subject, and professional development setting) together accounted for 18.61% of the total variability and were statistically significant (QM = 19.74, p = 0.0318).

Authors

• Xueying Gao, University of Iowa
  Presenting Author

• Laurie O. Campbell, University of Central Florida
  Presenting Author