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Teacher Education, Experience, Training, and Course Factors in STEM Implementation: A Look at Engineering
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, , University of Houston-Clear Lake, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper will describe the outcomes of a study designed to identify factors of secondary teachers’ education, experience, and training, and factors of their STEM course, that relate to the level of STEM integration and implementation of quality STEM instructional components in their classroom. Data collected from STEM teachers were analyzed to identify the factors of the level of implementation of integrated STEM instruction in grades six through twelve. Additionally, the study examined these teachers’ perceptions regarding implementation of integrated STEM including perceived barriers. The results of this study will contribute to the literature on best practices related to effective strategies for STEM integrated programs and curriculum. For this paper, a focus on the factors of engineering educators and their STEM course are highlighted.

Citation

Trevathan, M. & Willis, J. (2019). Teacher Education, Experience, Training, and Course Factors in STEM Implementation: A Look at Engineering. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2070-2075). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 13, 2019 from .

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