Elementary Teacher Self-Efficacy with Design-Based Learning in Virtual and Blended Educational Settings
Journal of STEM Education : Innovations and Research
; 23(3):5-11, 2022.
Article
in English
| ProQuest Central | ID: covidwho-2034341
ABSTRACT
This study investigates the effect of the COVID-19 pandemic on teacher self-efficacy with delivering designbased learning to elementary students in online or blended settings. This study also identifies what resources and supports teachers need to engage elementary students in design-based learning in online or blended settings. The population for this study was elementary teachers teaching STEM content and included a sample of four elementary STEM teachers from rural and suburban communities. Each participating teacher completed a semi-structured interview consisting of queries targeting both research questions within the study. The results of the qualitative analysis revealed a temporary decrease in teachers'selfefficacy at the beginning of the shift to a virtual environment. A lack of student access to resources at home, the teachers'lack of control and support for the student in a synchronous manner, and a shift in priorities for STEM education contributed to the temporary decrease in the teachers'self-efficacy. To remediate this, teachers reported condensing activities and the Engineering Design Process. They cited fellow educator support, previous coursework, additional time, and access to teacher resources as supports that would be beneficial in the current environment.
Engineering; Qualitative analysis; Design engineering; Suburban areas; Professional development; Effectiveness; Coronaviruses; Virtual environments; COVID-19; Online instruction; STEM education; Blended learning; Elementary school teachers; Distance learning; Elementary school students; United States--US
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Collection:
Databases of international organizations
Database:
ProQuest Central
Language:
English
Journal:
Journal of STEM Education : Innovations and Research
Year:
2022
Document Type:
Article
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