Transformative Education and Innovation: Developing Sources of STEM Teacher Efficacy

• In Event: Extending Beyond the Achievement Gap: Teachers’ Connections to Psychosocial Factors in STEM Education

Abstract

This review explores professional development strategies that promote the sources of science, technology, engineering, and mathematics (STEM) teacher self-efficacy. The research describes practices relevant to STEM education, but then argues that isolated strategies increase in effectiveness if they are layered to build a holistic social learning system. Where math and science education research is explored in context, conclusions are transferred to include STEM education. Research progresses from informed theory to informed practice in the design of a system for teacher education professional discourse and transformative education. Theoretical processes may account for findings over actual activity, however, from this review, predictions stand firm in light of approaches to develop the sources of teacher efficacy, while innovatively transforming STEM education.

Authors

• Xiomara Mateo-Gaxiola, University of Southern California

• Gisele Ragusa, University of Southern California

• Nancy Sami Guirguis, University of Southern California