1. Home Economics Teachers’ Readiness for Teaching STEM
TVET Conference 2015
Leonie Clarke, PhD
Cynthia Perriel-Clarke, M.A.
May, 2015

2. Format of Presentation
Definition of STEM
Statement of problem
Research questions
Literature Review
Methodology
Results
Conclusion
Recommendations
References

3. STEM EDUCATION
STEM education is an area of study but it is also a way of teaching and learning that is project-based, collaborative, and focused on solving real-world problems (Turner, 2013)

4. STEM EDUCATION
The approach integrates the content and  skills of science, technology, engineering, and mathematics and emphasizes the application of knowledge to real-life situations.

5. STEM EDUCATION
Stem programmes educate the whole student, emphasizing innovation, problem solving, critical thinking, and creativity (Turner, 2013)

6. Statement of Problem
To discover current perceptions of in- service secondary school teachers of home economics regarding their readiness to implement the STEM methodology in their teaching

7. Research Questions
How do home economics teachers perceive their knowledge of STEM? (Do home economics teachers think they know about STEM)
How do teachers perceive the status of STEM in Jamaica and their individual schools?

8. Research Questions
How do teachers perceive their level of preparedness (knowledge of methodology) to deliver the STEM curriculum in their classrooms?
How do teachers perceive their competence to deliver the STEM curriculum in their classrooms?

9. Significance
Teachers’ understanding of the methodology of STEM instruction is essential for effective delivery of the curriculum
Curriculum planners’ knowledge of teachers’ readiness for delivery of the curriculum is essential for developing an action plan for teachers’ success

10. Literature Review
The present technologically driven workforce necessitates that individuals are able to solve real-world problems through the processes of investigation, data analysis, presentation of evidence-based reasoning, and communication of findings (Moon & Singer, 2012)

11. Literature Review
Careers of the 21st Century require high school graduates and future professionals who can use higher-order thinking skills (analysis, synthesis, and evaluation of concepts), problem solve, and work effectively in a team (Shirley & Kholer, 2012).
These skills are core components of STEM education (Turner, 2013).

12. Literature Review
Family and Consumer Sciences (FCS) programmes can respond to this demand through the identification of parallels between science, technology, engineering, and math (STEM) education and clothing and textiles curriculum (Shirley & Kholer, 2012). F&N and HM as well

13. Literature Review
The teacher is responsible for designing innovative lessons based on student interests and real-world topics and becomes a guide, leading the students to high levels of learning (Schlechty, 2011)
… educators have the greatest impact on student achievement (TSIN, 2012).

14. Literature Review
49 % of high school students are bored with school every day, and 17% are bored with every class they take (Yazzie-Mintz, 2010).
Are teachers ready to engage?

15. Methodology
Survey among 90+ participants; teachers at the secondary education level in Jamaica (31 responded)
Participants were selected by convenience sampling

16. Data Collection
Questionnaires consisted of 41 items in 5 categories (inclusive of demographics)
Items were rated on a 5-point scale ranging from 0, indicating not applicable, to 5, indicating strong agreement with the statements

17. Data Collection Respondents located their perception of
their knowledge of STEM (6 items),
the status of STEM in Jamaica (5 items),
their level of preparedness to deliver the STEM curriculum in their classrooms (5 items),
their competence in delivering the STEM curriculum (18 items),
on the five point scale

18. DATA ANALYSIS
Descriptive statistics and simple graphic analysis were used to analyze the data – mean and frequency distribution bar charts

19. Results

20. RESULTS

21. Results

22. Results

23. Results
Attended Sensitization Session(s) and School Selected to Pilot STEM Curriculum
26% school selected to pilot curriculum
26% participants attended sensitization session(s)
38% of the participants whose schools are pilot sites attended session(s)
74% overall study participants did not attend sensitization session(s)

24. Results

25. Knowledge of STEM I know what STEM means = 60%
I can explain concepts about STEM to my students = 30%
I am aware that STEM is a methodology = 57%

26. Results

27. Perception of Status of STEM
MOE provides adequate information = 16%
Resource persons are available to support teaching STEM = 26%
Teachers are required to use the STEM curriculum = 19%
Teachers are adequately prepared to teach STEM = 13%

28. Results

29. Teachers’ Perception of Preparedness
Prepared to apply scientific principles = food and nutrition
Prepared to apply technological principles = clothing and textiles
Prepared to apply engineering principles = home economics management
Prepared to apply mathematical principles = none

30. Results

31. Competent to Deliver
I can plan lessons using the STEM methodology = 26%
I can teach lessons using the STEM methodology =26%
I can use projects in teaching home economics = 35%
I can design problems to teach home economics = 45%
I can select resources to teach STEM in home economics = 32%

32. Conclusion This reflects individuals’ perception
Perception affects perceived control/efficacy
Teachers are the hardest to adapt to change
The results are not generalizable
The task is re-tooling our teachers

33. Recommendations
Teacher upgrading: Studies have shown that professional learning that a) focuses on teachers’ understanding the content they will teach; b) is sustained over time; and c) provides opportunities for professional dialogue and critical reflection, is closely linked to improved student learning (Weiss et al., 1999; Zucker, Shields, Adelman, Corcoran, and Goertz, 1998; U.S.Department of Education, 2000).

34. Recommendations
Teacher preparation: ensure that training institutions are abreast of developments in curriculum so student teachers can be adequately prepared
Make the teaching of STEM explicit in delivery

35. Thanks
Questions?