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Download full textCaroline Buechel; Michael K. Daugherty; Vinson Carter; Emine Sahin Topalcengiz – Turkish Journal of Education, 2024
To equip students with 21st-century skills, teachers must have both deep STEM content knowledge and the confidence to implement and teach appropriate STEM content. Many elementary teachers have inadequate STEM background knowledge, low confidence, and STEM self-efficacy for implementing STEM in the classroom; as a result, teachers' classroom…
Descriptors: STEM Education, Elementary School Teachers, Self Efficacy, Teacher Attitudes
Tiia Rüütmann; Urve Läänemets – International Baltic Symposium on Science and Technology Education, 2025
This study explores generative mechanisms of curriculum design from a human-centred perspective, with a focus on the integration of Artificial Intelligence (AI) into engineering education. As curricula evolve to meet the demands of a technologically advanced and globally connected society, it is crucial to preserve the educational values rooted in…
Descriptors: Curriculum Development, Artificial Intelligence, Computer Software, Technology Integration
Direct linkLauren Wiggins – ProQuest LLC, 2024
The purpose of this mixed methods study was to investigate teachers' perceptions of their general job satisfaction and teacher-parent/guardian communication post-COVID as compared to pre-COVID using a survey and follow-up interviews. A total of 80 teachers from two suburban school districts in a metropolitan area completed the three-part survey…
Descriptors: Teacher Attitudes, Job Satisfaction, COVID-19, Pandemics
Sultmann, Willian; Lamb, Janeen; Hall, David; Borg, Gary – British Journal of Religious Education, 2022
The Scriptural metaphor, 'Into the Deep', characterises a trial Religious Education curriculum within a Catholic diocese of Australia. Teacher developers (n = 40) and teacher implementers (n = 85) from 37 schools responded to the influence of six Religious Education Development Principles (REDP), and statements on the implementation processes at…
Descriptors: Teacher Evaluation, Religious Education, Catholic Educators, Foreign Countries
