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Teacher Dispositions Toward Science, Technology, Engineering, and Mathematics (STEM) PROCEEDINGS

, University of North Texas, United States ; , Institute of Integration of Technology into Teaching and Learning, United States ; , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Dispositions of middle school teachers in an NSF-funded Innovative Technologies project as well as teachers in two other STEM enrichment programs are compared with those of preservice educators from a midwestern university in the USA. Comparisons are based on the preservice and inservice educators’ completion of the same attitude instruments. Major findings are that teachers from different regions of the US and in programs supported by National Science Foundation versus state or corporate funds have highly similar, positive attitudes toward Science, Technology, Engineering and Mathematics (STEM), as well as STEM as a career. These findings can be contrasted with much less positive dispositions found in preservice teacher education candidates and in middle school students. Implications of these findings for selecting new STEM teachers, as well as factors that may encourage teachers to embrace and remain in STEM teaching, are discussed.

Citation

Knezek, G., Christensen, R. & Tyler-Wood, T. (2015). Teacher Dispositions Toward Science, Technology, Engineering, and Mathematics (STEM). In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1539-1545). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2017 from .

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