Hong Kong teachers’ self-efficacy and concerns about STEM education

Hong Kong teachers’ self-efficacy and concerns about STEM education

• Geng, Jie The Chinese University of Hong Kong
• Jong, Morris Siu Yung The Chinese University of Hong Kong
• Chai, Ching Sing The Chinese University of Hong Kong

The Asia-Pacific Education Researcher, 1-11, 2018

Springer Science & Business Media

2018

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GJ Interdisciplinary
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Teachers’ Self-efficacy Stages of Concern STEM Education

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

STEM (science, technology, engineering, and mathematics) education is vital for incubating future scientists, engineers, and inventors. Teaching and learning in STEM education require teachers and students to employ design thinking and multi-disciplinary knowledge to formulate new solutions for emerging problems. School teachers are facing multiple challenges in implementing STEM education. With the application of the Self-efficacy and stages of concern theories, this quantitative study (with 235 teacher respondents) aims to unearth Hong Kong teachers’ responses regarding STEM education. The results show that 5.53% of the respondents regard themselves as “well prepared” for STEM education. On the other hand, the respondents have intense “information”, “management”, and “consequence” concerns about implementing STEM education in schools. The findings reflect that there is an urgent need to provide teachers with articulated professional development, pedagogic support, and curricular resources for empowering them to implement STEM education in practice.
[Copyright of The Asia - Pacific Education Researcher is the property of Springer Science & Business Media. Full article may be available at the publisher's website:
http://dx.doi.org/10.1007/s40299-018-0414-1]

• English

Journal Articles

• 01195646

• 10.1007/s40299-018-0414-1

https://bibliography.lib.eduhk.hk/bibs/d34d7583

2018-12-11