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The Relationship between Teacher Candidates' Affective Dispositions and Instructional Planning Actions in STEM

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Title: The Relationship between Teacher Candidates' Affective Dispositions and Instructional Planning Actions in STEM
Authors: Burton, Megan (ORCID 0000-0002-7643-1814), Maiorca, Cathrine, Tripp, Lucretia Octavia
Source: Education Sciences. 2022 12.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: STEM Education, Preservice Teachers, Elementary Education, Affective Behavior, Lesson Plans, Instructional Development, Online Courses, Virtual Classrooms, Student Teaching, Student Attitudes, Integrated Curriculum, Inquiry, Questioning Techniques, Self Efficacy
ISSN: 2227-7102
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1339473
Database: ERIC
FullText Text:
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  Data: The Relationship between Teacher Candidates' Affective Dispositions and Instructional Planning Actions in STEM
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  Data: <searchLink fieldCode="AR" term="%22Burton%2C+Megan%22">Burton, Megan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7643-1814">0000-0002-7643-1814</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maiorca%2C+Cathrine%22">Maiorca, Cathrine</searchLink><br /><searchLink fieldCode="AR" term="%22Tripp%2C+Lucretia+Octavia%22">Tripp, Lucretia Octavia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2022 12.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
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  Data: 14
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Development%22">Instructional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+Classrooms%22">Virtual Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink>
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  Data: 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.
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  Data: EJ1339473
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      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Affective Behavior
        Type: general
      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Instructional Development
        Type: general
      – SubjectFull: Online Courses
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      – SubjectFull: Virtual Classrooms
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      – SubjectFull: Student Teaching
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Integrated Curriculum
        Type: general
      – SubjectFull: Inquiry
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      – SubjectFull: Questioning Techniques
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      – SubjectFull: Self Efficacy
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    Titles:
      – TitleFull: The Relationship between Teacher Candidates' Affective Dispositions and Instructional Planning Actions in STEM
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            NameFull: Maiorca, Cathrine
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            NameFull: Tripp, Lucretia Octavia
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              Y: 2022
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