Northampton Electronic Collection of Theses and Research

The Impact of STEM Education: Understanding Teachers' Self Efficacy in Teaching STEM Subjects in Primary Schools

Hailstone, I., Tiplady, H., Hill, K., Cave, S., Payne, G. and Chen-Wilson, J. (2024) The Impact of STEM Education: Understanding Teachers' Self Efficacy in Teaching STEM Subjects in Primary Schools. Poster presented to: UON Learning and Teaching Conference 2024, 2024-06-25 - 2024-06-26.

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20218:61914
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Hailstone_et_al_2024_The_Impact_of_STEM_Education_Understanding_Teachers'_Self_Efficacy_in_Teaching_STEM_Subjects_in_Primary_Schools
Hailstone_et_al_2024_The_Impact_of_STEM_Education_Understanding_Teachers_Self_Efficacy_in_Teaching_STEM_Subjects_in_Primary_Schools.pdf - Published Version
Available under License Creative Commons Attribution.
Information
Abstract:
This URB@N project focused on teachers’ self-efficacy and training needs in teaching STEM subjects at Primary Schools (KS1 & KS2). Qualified primary school teachers were interviewed to explore their self-efficacy in teaching STEM in school, their thoughts on STEM CPD provisions and barriers and facilitators to pupils’ STEM learning in school. Interviews were recorded, transcribed and analysed using Thematic Analysis (Braun & Clarke, 2006). Findings presented within this poster allowed researchers to make sense of how participants reflect on their own skills and identity through their training and practice. This included essential points for increasing self-efficacy in teaching STEM subjects, while enhancing training and practice.
Creators:
Hailstone, I., Tiplady, H., Hill, K., Cave, S., Payne, G. and Chen-Wilson, J.
Faculties, Divisions and Institutes:
Faculties > Faculty of Health & Society > Psychology
Research Centres > Centre for Psychology and Social Sciences
Date:
19 June 2024
Date Type:
Publication
Journal or Publication Title:
UON Learning and Teaching Conference 2024
Event Title:
UON Learning and Teaching Conference 2024
Event Dates:
2024-06-25 - 2024-06-26
Event Type:
Other
Language:
English
Status:
Published / Disseminated
Refereed:
No
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