Exploring the impact of a STEM integration teacher professional development program on early childhood teacher's pedagogical beliefs -- Proceedings of 15th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA)

The purpose of this study was to investigate how STEM-focused professional development training influence early childhood teachers’ knowledge, beliefs, and pedagogies. 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 findings showed that all four teachers were positively impacted by the STEM professional development, resources and the materials available to them to implement the STEM units/projects. Consequently, children were positively impacted because of their teacher’s professional learning and high confidence about teaching STEM-related activities.

KEYWORDS
Early Childhood, Integrated STEM, Teacher’s Belief, Professional Development

Exploring the impact of a STEM integration teacher professional development program on early childhood teacher's pedagogical beliefs -- Proceedings of 15th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) Academic Article