Examining the Impact of Participation in a Collaborative Professional Learning Community with a Focus on Stem Engineering Education
type: CreativeWork
description: Science, technology, engineering, and mathematics (STEM) teaching and learning have increasingly become a part of educational practice and pedagogy. Educators, business leaders, and policy-makers seek to get involved with funding and making decisions for STEM initiatives. Stakeholders include those looking forward to preparing students for future jobs not yet imagined. Uncertainty on the definition of STEM and how technology and engineering fit with science and mathematics may create a lack of implementation. Teachers may have formed their own ideas about STEM depending on their school and community culture, as well as prior experiences. For every fact or opinion about STEM teaching and learning, there are just as many questions.What does integrated STEM teaching and learning with a focus on engineering education look like in the primary (K-3) grades for children? How does a teacher of young children balance content in STEM teaching with the other subjects they must teach? Do the core subjects of mathematics and science take priority over technology and engineering? How does a teacher of young children view engineering in their classrooms? Finally, what barriers exist for teachers in planning engineering experiences for their students? Does collaboration through professional learning communities yield positive results in planning lessons? This research study will search for answers to these questions and provide support for teachers to plan and teach engaging lessons, with a focus on engineering design.
abstract: Science, technology, engineering, and mathematics (STEM) teaching and learning have increasingly become a part of educational practice and pedagogy. Educators, business leaders, and policy-makers seek to get involved with funding and making decisions for STEM initiatives. Stakeholders include those looking forward to preparing students for future jobs not yet imagined. Uncertainty on the definition of STEM and how technology and engineering fit with science and mathematics may create a lack of implementation. Teachers may have formed their own ideas about STEM depending on their school and community culture, as well as prior experiences. For every fact or opinion about STEM teaching and learning, there are just as many questions.What does integrated STEM teaching and learning with a focus on engineering education look like in the primary (K-3) grades for children? How does a teacher of young children balance content in STEM teaching with the other subjects they must teach? Do the core subjects of mathematics and science take priority over technology and engineering? How does a teacher of young children view engineering in their classrooms? Finally, what barriers exist for teachers in planning engineering experiences for their students? Does collaboration through professional learning communities yield positive results in planning lessons? This research study will search for answers to these questions and provide support for teachers to plan and teach engaging lessons, with a focus on engineering design.
author: McGinnis, Carol Ligon
language: en_US
language: English
keywords: Collective Teacher Efficacy, Elementary education, Engineering Education, Professional Learning Community, STEM
date published: 2022
date modified: 2026-07-27T18:44:01Z
provider: University of Alabama
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Alabama Libraries