Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

An Investigation of Special Education Preservice Teachers’ Perspectives and Practices of STEAM Education

  • Ashley Gess, Ph.D. (Author) Augusta University image/svg+xml
    Ashley H. Gess, PhD, is an assistant professor of STEAM Education at August a University. She is a 22 year veteran of the K-16 science classroom and holds a doctorate in Integrative STEM Education from Virginia Polytechnic and State University. Her research focuses primarily on investigating the use of Engineering design, Engineering Technology design and/or Artistic design as authentic contexts in which to develop understandings and documenting the impacts on both teachers and students, specifically those underrepresented in STEM professions. She regularly collaborates, presents and publishes on these topics.
  • Nai-Cheng Kuo, Ph.D. (Author) Augusta University
    Nai-Cheng Kuo, PhD, BCBA, is an assistant professor in the Special Education Program a, Augusta University. She received her dual-major doctoral degrees in Teacher Education and Special Education from Michigan State University. Her research interests include special education and teacher education, educational philosophy, value-creating pedagogy, Response-to-Intervention (RTI), and applied behavior analysis. She has presented and published on these topics.
DOI
https://doi.org/10.64546/jaasep.384
Abstract
Science, Technology, Engineering, Arts, and Mathematics (STEAM) education is an instructional approach whereby teachers intentionally construct design-based learning opportunities to help students learn and apply content knowledge across disciplines in real-life situations. The present study investigated how twenty preservice teachers in a university special education program perceived STEAM education and how they applied STEAM education in the K-12 classroom after a series of trainings and embedded experiences. Results indicate that continuous support in STEAM education is still needed to help preservice teachers move from positive perspectives toward STEAM education to effective practices in the K-12 classroom.
Keywords
Art Education, Elementary Secondary Education, Preservice Teacher Education, Preservice Teachers, Special Education Teachers, STEM Education
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There are 29 references in total.
How to Cite
Gess, A., & Kuo, N.-C. (2019). An Investigation of Special Education Preservice Teachers’ Perspectives and Practices of STEAM Education. Journal of the American Academy of Special Education Professionals, 14(1), 41-63. https://doi.org/10.64546/jaasep.384

Winter 2019

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  • Article Type Articles
  • Submitted January 7, 2019
  • Published February 15, 2019
  • Issue Winter 2019
  • Section Articles
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