Abstract
This study explores the relationship between elementary teacher candidate affective dispositions and the action of STEM lesson planning. While affective dispositions are important, understanding the connection between dispositions and practice is key. Teacher candidates’ affective dispositions about STEM education and instructional planning were examined after participating in a virtual STEM experience. Seventeen elementary teacher candidates experienced STEM instruction via summer virtual courses and field placements. This article focuses on responses to questions about affective dispositions that were coded using inductive analysis. Dispositions towards the following themes were identified: ways to teach integrated STEM, use of inquiry and open ended questions, and confidence. Early childhood lesson plans were coded deductively using the characteristics of model-eliciting activities. Analysis of the data found that teacher candidates who experienced learning, observing, and planning via virtual experiences demonstrated positive affective dispositions towards teaching STEM. However, there were areas of disconnect between the affective dispositions expressed and the instructional action of planning STEM lessons. The data suggest the experiences of learning, observing, and planning STEM lessons can be meaningful in professional growth, but that more needs to be done beyond these experiences to create synergy between instructional actions and affective dispositions related to STEM education.
Highlights
As society is becoming increasingly dependent on science, technology, engineering, and mathematics (STEM), it is vital that everyone develops STEM literacy to function in society [1]
Findings indicate that the virtual experiences of learning, observing and planning STEM lessons can be meaningful in professional growth, but that more needs to be carried out, beyond these experiences, in order for teacher candidates to consistently integrate the elements of STEM education into their instructional practices
Once themes were identified within the two data sources that represented affective dispositions and the instructional action of lesson planning, we examined the themes to find overlapping areas as well as areas that were illuminated in one area but conflicted with the other regarding the overall codes
Summary
As society is becoming increasingly dependent on science, technology, engineering, and mathematics (STEM), it is vital that everyone develops STEM literacy to function in society [1]. Teachers play a critical role in STEM education and early childhood educators lay the foundation for both content and affect towards STEM. Teacher preparation programs need to prepare teacher candidates (TCs) to provide students with quality STEM educational experiences [3,4]. This article aims to unpack the analysis of TCs self-reported affective dispositions towards STEM, their pedagogical action of planning for early childhood. STEM experiences, and the relationship between these. Findings indicate that the virtual experiences of learning, observing and planning STEM lessons can be meaningful in professional growth, but that more needs to be carried out, beyond these experiences, in order for teacher candidates to consistently integrate the elements of STEM education into their instructional practices
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