Early Childhood Education Journal

, Volume 46, Issue 4, pp 409–417 | Cite as

Early Childhood Teacher Beliefs About STEAM Education After a Professional Development Conference

  • Faiza M. Jamil
  • Sandra M. Linder
  • Dolores A. Stegelin


The success of new pedagogies depends on teachers’ beliefs about what they entail, and the promises and challenges they hold. This study uses a mixed-methods approach to understand the beliefs of early childhood teachers who attended a professional development conference on STEAM teaching, an emerging approach that combine STEM disciplines and the arts through problem-based learning to engage students and push deep thinking. Data from a post-conference survey (N = 41) and follow-up interviews (N = 4) showed teachers varied in their beliefs about STEAM and the supports they needed to implement it successfully. Implications for teacher education are discussed.


STEM Beliefs Professional development Mixed methods 



We would like to thank Aamena Saleh and Sangho Pang for their contributions this study. This research would not have be possible without their diligent data collection and management.


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Copyright information

© Springer Science+Business Media, LLC 2017

Authors and Affiliations

  • Faiza M. Jamil
    • 1
  • Sandra M. Linder
    • 2
  • Dolores A. Stegelin
    • 3
  1. 1.College of EducationClemson UniversityClemsonUSA
  2. 2.College of EducationClemson UniversityClemsonUSA
  3. 3.College of EducationClemson UniversityClemsonUSA

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