Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice

Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice

Abstract Background Teachers can have a significant impact on student interest and learning in science, technology, engineering, and math (STEM) subjects and careers. Teacher self-efficacy can also significantly affect student learning. Researchers investigated the effects of teacher professional de...

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Bibliographic Details
Main Authors: Todd R. Kelley, J. Geoffery Knowles, Jeffrey D. Holland, Jung Han
Format: Article
Language:English
Published: SpringerOpen 2020-04-01
Series:International Journal of STEM Education
Subjects:
Teacher self-efficacy
Integrated STEM
Teacher professional development
Engineering design
Online Access:http://link.springer.com/article/10.1186/s40594-020-00211-w

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http://link.springer.com/article/10.1186/s40594-020-00211-w

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