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 課程與教學:個別教學範疇
  • GJ 跨課程科目
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Teachers’ Self-efficacy Stages of Concern STEM Education

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

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]

• 英文

期刊論文

• 01195646

• 10.1007/s40299-018-0414-1

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

2018-12-11