Transforming the teaching of early years Science and Mathematics through the integration of STEAM education: What in-service teachers think?
Shagufta Moghal, Asma Shahid Kazi, Zarmina Usman, Muhammad Amir Saeed.
Abstract
This study investigated the change in perceptions of pre-service teachers about integrating STEAM education to transform the teaching of Science and Math. The study adopted a qualitative exploratory approach and utilized semi-structured interviews to investigate what the participants experienced and thought. The 8 participants are currently enrolled in a 1- Year Post Graduate Diploma in Early Childhood Education program in an urban university of Lahore, Pakistan. They were taught to integrate STEAM Education in the teaching of different subjects including Science and Math in the early years and elementary level. The resulting 5 themes highlighted issues like an acknowledgement of the gap between the teachers perceptions and actual practices of STEAM education (resultant lack of expertise); lack of optimism regarding the implementation of STEAM at the school level; development of deeper knowledge of Maths and Science with the Incorporation of STEAM Concepts; increase in Sense of Agency through STEAM Education practices, and need to educate school administration in STEAM Education. The results may be used to better reflect on STEAM integration policies and decisions in future within elementary education in Pakistan.
Key words: STEAM Education, teaching pedagogy, Teacher Professional Development, Early childhood education, Science Education, Mathematics Education
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