Abstract
This study explores the development of kindergarten teachers' identities as STEM (Science, Technology,
Engineering and Mathematics) educators in early childhood education. Six teachers were chosen as case studies, representing diverse experiences and exposure to STEM education. The research found that personal interest, professional development, and supportive environments significantly shape teachers' identities as STEM educators. Teachers with formal training and access to STEM-focused professional development demonstrated more effective integration of STEM concepts into their instructional practices. A classroom environment fostering curiosity, problem-solving, and collaboration is crucial for successfully implementing STEM education. The study suggests continuous and targeted training in STEM education, collaboration among teachers, experts, and researchers, and integrating STEM education into early childhood curricula. However, limitations include a limited sample size and the need for further research on the long-term impact of teachers' identity development on students' STEM learning outcomes.
Author Information
Anika Saxena, The Education University of Hong Kong, Hong Kong SAR
Paper Information
Conference: BCE2024
Stream: Teaching Experiences
This paper is part of the BCE2024 Conference Proceedings (View)
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To cite this article:
Saxena A. (2025) The Development of Kindergarten Teachers’ Identities as STEM Teachers: A Hong Kong Case Study ISSN: 2435-9467 – The Barcelona Conference on Education 2024: Official Conference Proceedings (pp. 473-485) https://doi.org/10.22492/issn.2435-9467.2024.43
To link to this article: https://doi.org/10.22492/issn.2435-9467.2024.43
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