Designing and Evaluating an Integrated STEM Professional Development Program for Secondary and Primary School Teachers in Australia

Abstract

With reports into Australian students’ falling performance on international tests and fewer enrolments in senior secondary STEM subjects and university level STEM degrees, there has been increased attention on the need for quality teacher professional development. Addressing STEM engagement and achievement in schools requires designing curriculum which enthuses students, challenges their beliefs about the role of the STEM subjects in solving real-world problems, and inspires them to continue to study STEM into the future. To address these issues, a year-long professional development program was developed to assist schools in designing integrated STEM curriculum approaches and to evaluate the implementation of each school-based program using qualitative and quantitative research methods. Surveys measuring teacher efficacy, teacher outcome expectancies, pedagogical practices, and STEM career awareness were administered both before the start of the STEM professional development program and after completion of the program, from 178 teachers from 61 primary and secondary schools. Results reveal statistically significant changes in teacher efficacy, outcome expectancies, and STEM career awareness with large effect sizes. Additionally, significant changes in teacher practices were seen in increased use of small group problem-solving through inquiry, increased engagement, and increased opportunities for student reasoning.