Building a Professional Learning Community with Team Endeavors while Creating Elementary-focused STEM-integrated Lesson Plans

Abstract

This longitudinal study examined the development of pedagogical knowledge of teacher's participation in a 2-year professional development program that enhanced teacher's self-efficacy and prompted changes in science instruction in the elementary grades. The purpose of this research was to implement STEM activities which are developed by a professional team. A professional learning community (PLC) was used as a professional development tool helping the teacher increase her Pedagogical Content Knowledge. Collaborative design of STEM science lessons, implementation of the lessons and reflection on outcomes. Collaboration among the educator and teachers was offered in the form of online learning materials, exemplary lessons and the availability of an expert. The researcher participated for one year in the program. Results showed significant increases in teacher's overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 2 years. The increase of self-efficacy was presented with changes in improved instructional practices, particularly student participation activities. The educators and experts were important in providing pedagogical support during the design and implementation, and reflected with teachers on how to improve on their teaching.