Abstract
This paper explores the influence of teacher learning on young children's STEM habits of mind through two studies involving Chinese preschools. Study 1 (141 teachers, 3214 students) demonstrates a significant impact of teacher attributes, particularly STEM teaching self-efficacy, on preschoolers' STEM habits of mind. Study 2 (77 teachers, 1514 students) reveals significant differences in child performance across intervention groups. Interventions incorporating Curriculum-Based Professional Learning (CBPL) principles positively affect preschoolers' STEM habits of mind. These findings highlight the importance of teacher attributes and targeted CBPL interventions for fostering STEM habits of mind in preschoolers, with implications for educational practices and policies. Copyright © 2024 Elsevier Ltd.
Original language | English |
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Article number | 104836 |
Journal | Teaching and Teacher Education |
Volume | 153 |
Early online date | Oct 2024 |
DOIs | |
Publication status | Published - 2025 |
Citation
Yang, W., Wang, C., Lin, C., & Du, Y. (2025). Teacher learning and preschoolers’ STEM habits of mind: Evidence from two studies. Teaching and Teacher Education, 153, Article 104836. https://doi.org/10.1016/j.tate.2024.104836Keywords
- Curriculum-based professional learning
- STEM habits of mind
- Chinese teachers
- Chinese preschoolers
- Teacher attributes