Teacher learning and preschoolers’ STEM habits of mind: Evidence from two studies

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-10-28 DOI:10.1016/j.tate.2024.104836

Weipeng Yang , Chan Wang , Chaopai Lin , Yingqiao Du

引用次数: 0

Abstract

This paper explores the influence of teacher learning on young children's STEM habits of mind through two studies involving Chinese preschools. Study 1 (141 teachers, 3214 students) demonstrates a significant impact of teacher attributes, particularly STEM teaching self-efficacy, on preschoolers' STEM habits of mind. Study 2 (77 teachers, 1514 students) reveals significant differences in child performance across intervention groups. Interventions incorporating Curriculum-Based Professional Learning (CBPL) principles positively affect preschoolers' STEM habits of mind. These findings highlight the importance of teacher attributes and targeted CBPL interventions for fostering STEM habits of mind in preschoolers, with implications for educational practices and policies.

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教师学习与学龄前儿童的 STEM 思维习惯：来自两项研究的证据

本文通过两项涉及中国学前教育的研究，探讨了教师学习对幼儿 STEM 思维习惯的影响。研究 1（141 名教师，3214 名学生）表明，教师的特质，尤其是 STEM 教学自我效能感，对学龄前儿童的 STEM 思维习惯有显著影响。研究 2（77 名教师，1514 名学生）显示，不同干预组的儿童表现存在显著差异。基于课程的专业学习（CBPL）原则的干预措施对学龄前儿童的 STEM 思维习惯产生了积极影响。这些发现强调了教师特质和有针对性的 CBPL 干预措施对培养学龄前儿童 STEM 思维习惯的重要性，并对教育实践和政策产生了影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.