Wednesday, April 8
5:45 PM-6:00 PM
EDT
Room 1 - https://tinyurl.com/room1site

Empirically Examining K-12 STEAM Teachers’ Pedagogical Discontentment Levels: Assessing the “T” in STEAM

Virtual Paper ID: 55775
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    Carla Thompson
    University of West Florida

Abstract: The pervasive implementation of STEAM (Science, Technology, Engineering, Art, and Mathematics) integrated curricula across school districts within the United States in recent years has provided a new venue for K-12 teachers grappling with new technologies, new approaches to integrated topics, working with new instructional teams, and little or no background in the fields represented by STEAM. Literature focused on the emerging implementation of STEAM education emphasized the need for researchers to address the potential for disrupting the pedagogical contentment of teachers assigned to teach in STEAM disciplines. The current study focused on examining the influence of intensive professional development on K-12 teachers’ pedagogical discontentment levels relative to the implementation of STEAM in 29 schools within a rural school district in the southeast region of the United States. Pre-post assessments of 93 teachers’ pedagogical discontentment levels were empirically analyzed using the dependent t test procedure to discern mean changes over a four-year period of STEAM implementation. Study findings indicated teachers’ pedagogical discontentment levels decreased over time with a narrowing of the gap from year one to year four between teachers’ pre and post discontentment levels. Empirical results of pre-post K-12 teachers’ pedagogical discontentment levels changed the focus of teachers’ confidence levels.

Presider: Scott Mavers, University of North Texas

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