Chinese Immersion Preschool Teachers' Opinions and Attitudes Toward Teaching STEM

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 4
  In Roundtable Session: Dismantling educational and socio-cultural borders: Bilingualism is here to stay!

Abstract

This study explores Chinese immersion preschool teachers’ perspectives on teaching STEM. Findings from interviews with eight educators reveal three key themes: strong recognition of STEM’s importance, limited confidence and uneven content knowledge, and the influence of pedagogical philosophy and language immersion on instructional practice. Teachers emphasized the need for interdisciplinary professional development integrating early childhood education, STEM pedagogy, and second language acquisition (Shulman, 1986; Tabors, 2008; Early Childhood STEM Working Group, 2017). Despite challenges, participants viewed STEM as a powerful tool for fostering inquiry, problem-solving, and language development. The study highlights the importance of culturally and linguistically responsive approaches to STEM education in bilingual early childhood settings (Brenneman et al., 2019; Katz, 2010).

Author

• Chu Hsi Tseng, San Francisco State University