Search Results (9)

The Cultural STEM Night (CSN) initiative was developed to address the persistent lack of culturally relevant STEM teaching materials, which often contributes to student disengagement—particularly among underrepresented populations. This study examined the impact of the CSN program on enhancing STEM affinity and cultural intelligence (CQ) among American and Korean teacher candidates. Over six weeks, participants engaged in synchronous workshops, virtual cultural exchanges, and collaborative STEM lesson design integrating Korean cultural contexts. Quantitative analysis of pre- and post-program surveys using the STEM Affinity Test and Cultural Intelligence Scale revealed statistically significant improvements across all subdomains of STEM affinity (identity, interest, self-concept, value, and attitudes) and in most dimensions of CQ (metacognitive, cognitive, and behavioral). However, motivational CQ did not show significant gains, likely due to limited student interaction time during the event. Qualitative data from written reflections and focus group discussions supported these findings, indicating increased instructional adaptability, cultural awareness, and confidence in designing inclusive STEM lessons. These results demonstrate the transformative potential of interdisciplinary, culturally immersive programs in teacher education. The CSN model, supported by digital collaboration tools, offers a scalable and effective approach to preparing educators for diverse classrooms. Findings underscore the importance of integrating culturally responsive teaching into STEM education to promote equity, engagement, and global competence. Full article

The growing number of public one-way and two-way immersion schools (French/German) in the Swiss cantons of Bern, Jura, and Neuchâtel has resulted in an increased need for teachers who are explicitly prepared for those schools. This need led to the thoughtfully conceptualized two-way immersion curriculum “Cursus bilingue/Bilingualer Studiengang,” jointly offered by two universities of teacher education located in the French- and German-speaking areas of Switzerland. This study explores the professionalization process of future primary teachers from Bern, Jura, and the bilingual program who are confronted with professional requirements. A scientific tool, used in a longitudinal perspective (2020–2023), documents how students of the two-way immersion and the French and German programs (n = 1021) weigh these requirements in the competence and challenge dimensions. A linear mixed-effects model was used to analyze their appraisal within each dimension across time and context. Independently of the context, the competence weighting increases for all students between t₁ and t₃. However, the challenge weighting exhibits a peak at t₂ in all contexts, maybe due to the consciousness-raising of faced challenges after half of the program. With teaching internships in two linguistic regions, two-way immersion students demonstrate a capacity for adaptability. Research-based and practitioner-informed implications for an induction program aiming to foster the further professionalization needed to master the new complexities during the career-entry stage are presented. Full article

Language immersion has been an emerging educational method for K-12 students to acquire foreign languages. Despite its effectiveness, there are limited teacher education programs designed specifically for language immersion educators. Thus, many language immersion teachers have been applying knowledge learned from general teacher educational programs, which are not designed for language immersion settings, in their daily teaching. Simultaneously, language immersion programs, especially Chinese immersion programs, have identified multiple educational challenges related to curriculum design and content teaching, classroom management, and cross-cultural communications. This study aims to address these challenges from the perceptions of six selected Chinese immersion teachers towards their teacher preparation programs via qualitative in-depth case studies. The participant selection considers various education and teaching backgrounds of Chinese immersion teachers to represent a wide range of perspectives. The results show that the educational philosophy and psychology theories and practices, curriculum and instruction, cross-cultural competence, and practicum in existing preparation programs contribute positively towards immersion teaching in the U.S. However, Chinese immersion teachers demand more social-emotional learning and diversity, equity, and inclusion preparation. Potential solutions to these challenges require synergistic efforts from the current teacher preparation programs, Chinese immersion programs, and policymakers. Full article

This study presents an innovative pedagogical approach aimed at enhancing the teaching of robotics within the broader context of STEM (science, technology, engineering, and mathematics) education across diverse academic levels. The integration of mobile robotics kits into a dynamic STEM-focused curriculum offers students an immersive and hands-on learning experience, fostering programming skills, advanced problem-solving, critical thinking, and spatial awareness. The motivation behind this research lies in improving the effectiveness of robotics education by addressing existing gaps in current strategies. It aims to better prepare students for this rapidly evolving field’s dynamic challenges and opportunities. To achieve this, detailed protocols were formulated that not only facilitate student learning but also cater to teacher training and involvement. These protocols encompass code documentation and examples, providing tangible representations of the practical outcomes of the course. In addition to the presented curriculum, this paper introduces the developed methodology that strategically leverages 3D-printing technology. The primary focus of this approach is to create captivating add-ons and establish a versatile workspace, actively promoting heightened engagement and facilitating the acquisition of knowledge among students. The research involves the development of tailored laboratory protocols suited to various academic levels, employing a systematic methodology aimed at deepening students’ comprehension of STEM concepts. Furthermore, an adaptable infrastructure for laboratory protocols and in-class testing was developed. The efficacy of this teaching/learning methodology is evaluated through student surveys, ensuring its continuous improvement. These protocols are to be integrated into both the robotics courses and teacher-training initiatives. This study aims to contribute to the field by using a dynamic STEM-driven approach based on mobile robotics. It outlines a strategic vision for better-preparing students and educators in the ever-evolving landscape of robotics education demanded by Industry 4.0 technologies. Full article

Understanding the factors contributing to the persistence and retention of students in science, technology, engineering, and mathematics (STEM) is among the main issues of concern within STEM post-secondary education. The literature suggests that teacher self-disclosure and emotional and behavioral engagement play a significant positive role in the learning process across disciplines. Such factors may lead to improved academic achievements and retention in STEM disciplines. A variety of studies examined the relationship between teacher self-disclosure and emotional and behavioral engagement within the field of humanities, but less within the fields of STEM. This study used structural equation modeling (SEM) to examine the relationship between teacher self-disclosure and emotional and behavioral engagement of 208 undergraduate students enrolled in a two-year Freshman Research Immersion program. The results showed significant relationships between different aspects of teacher self-disclosure and classroom engagement. Additionally, STEM students view that high amounts of teacher self-disclosure can be related to negative aspects of classroom engagement such as emotional engagement anxiety. The study’s significance lies in practical recommendations associated with the strategic use of instances of teacher self-disclosure while teaching STEM classes and ways to support STEM undergraduate students’ levels of classroom engagement. Full article

This case study describes responsive approaches to middle grades education and teacher education at Laboratory Middle School (LMS), a subunit of the college of education in a public university in the southeastern USA. LMS was established with a mission to serve rural students who had experienced struggles in the regular school system and to serve as a clinical site for the preparation of middle grades teachers, counselors, and school nurses. Many students at LMS have faced challenges due to physical or cognitive exceptionalities or because of traumatic experiences. Thus, programs and practices in the school must respond to the developmental stage of the young adolescents whom it serves, as well as the many varied individual needs of the learners. The conceptual frame for the study is “responsiveness” as defined by seminal middle-level literature (e.g., This We Believe), and the theoretical underpinnings are constructed from theories of stage–environment fit and human ecology. The study employs a case study design and qualitative methods of data collection and analysis. The case report describes the LMS context and details manifestations of responsiveness at LMS organized in three categories: (a) culture and community; (b) curriculum, instruction, and assessment; and (c) leadership and organization. The authors offer four sets of implications for the design and delivery of responsive programming in middle-level schools: (a) a holistic approach to young adolescent education; (b) commitment to continuous improvement; (c) theoretical pragmatism in pedagogical practices, programs, and policies; and (d) engagement of preservice teachers in immersive field experiences. Full article

Teacher beliefs have a powerful impact on the development of classroom instructional practices. This article reports the results of research that investigated the beliefs, practices, self-efficacy, and emerging ideologies of 268 pre-service teachers (PSTs) who were preparing for primary and secondary school contexts (Grades Kindergarten through 12; K-12), had just taken a course on teacher language awareness (TLA), and were midway through their teacher education program. Three different sources of numerical and non-numerical data were analyzed: (a) open-ended questions, (b) a language identification task, and (c) teacher-generated instructional materials. Four research questions focused on PSTs’ beliefs, perceptions, self-efficacy, and emerging ideologies about the challenges of teaching in a K-12 context in which structured English immersion (SEI) was the dominant model, working with English and multilingual learners (MLs), and developing TLA. Full article

The objective of this study is to verify the preventive effect of daily safety education on children by analyzing its influence on the improvement in their understanding, perceptions, and attitudes toward safety, when virtual reality (VR) is used. The use of VR-based tangible safety education is increasing. Thus, the effectiveness of VR stability education should be verified. This study was conducted for three months by selecting infants aged 4–5 years and their homeroom teachers enrolled in early childhood education institutions. After completing daily safety education using VR, questionnaires prepared by the teacher, comprising interviews and Q&A with the infants, were analyzed. Descriptive statistics, F-test, ANOVA, and multiple regression were used for data analysis. It was found that (a) the preference for audiovisual and VR as effective teaching methods in early childhood educational institutions was high; (b) safety education using VR showed a positive correlation with children’s traffic safety perceptions and attitudes; and (c) immersion was found to be a significant factor influencing the perception and attitude of safety education. These findings suggest that various methods to implement and utilize safety education programs using VR should be explored. Finally, VR safety education improved preventive attitudes toward the safety of children. Full article

Public schools are an important place to cultivate environmental agency in children, and classroom teachers play an important role in this identity process. Teachers who afford opportunities for environmental learning and care behaviors to develop during the school day play an important role in cultivating the next generation of environmental stewards. Pre-service teacher populations bring additional promise to the future development of stewardship in schools, as their teaching philosophies and early career plans are still emerging and amenable. Providing purposeful, interactive, environmental education programming within the context of teacher training programs may be an important factor in positively impacting pre-service teachers’ (PSTs) confidence, willingness, and/or sense of preparedness to implement environmental learning in their future classrooms. Utilizing a mixed-methods approach, this study examined the potential impacts an immersive, environmental education workshop conducted at the Monterey Bay Aquarium in Monterey, CA had on a group of 61 elementary education PSTs during their teacher preparation program at California State University Monterey Bay (CSUMB). After participating in a variety of ocean-themed activities and empathy exercises, data collected through pre- and post-surveys indicated that this immersive, environmental experience contributed to PSTs perceived confidence and preparedness as future classroom-based, environmental educators. Through the reported development of their environmental confidence and interest in accessing supplementary resources, PSTs’ ability to act on behalf of the environment by planning environmental learning in their future classrooms becomes a springboard for additional training and support. Full article