Teacher Development Model using STEM Experiences to Promote Early Childhood Thinking Skills in the 21st Century for Suburban Primary Schools

Abstract

The objectives of this research article were 1) to develop a model for early childhood teacher development; and 2) to study the results of using the model for early childhood teacher development in organizing STEM learning experiences that promoted early childhood thinking skills in the 21^st century for suburban primary schools. The population and sample used in the research were 45 early childhood teachers in schools under suburban Primary Educational Service Area Office. The target group was selected purposively. The criteria for selection were early childhood teachers with at least 5 years of STEM teaching experience and experience in training in organizing STEM learning experiences. The research process consisted of 3 steps: 1) analysis of basic data and needs for model development, model design and development, and model trial and evaluation. The research instruments included a questionnaire on the conditions and problems of early childhood teachers, a model suitability assessment form, a knowledge and ability test, a STEM learning experience supervision form that promoted early childhood thinking skills through the process of teaching, mentoring, empowering learning, and early childhood teacher satisfaction assessment form. The research results found that 1) the model consisted of the background of the model, the basic theoretical concept, the principles, the objectives of the model, and the development of early childhood teachers with a 3-step development process: Step 1 was training to develop the ability to organize STEM learning experiences; Step 2 was supervising and monitoring the organization of STEM learning experiences to promote thinking skills in early childhood through the process of teaching and mentoring, and empowering learning; and Step 3 was exchange of knowledge. The model was at the most appropriate level; 2) the results of using the model found that teachers who participated in the training had higher scores after training and after using the model than before using the model at a statistical significance level of .05 and were most satisfied with the model.