From professional development to practice: A qualitative study of teachers’ classroom implementation

Early childhood is an important time period for children to engage in STEAM education. However, early childhood educators often have low confidence and little training in STEAM education, and classroom practices can vary widely. While professional development (PD) is one way to improve teachers’ attitudes and change their practice, evidence of implementation into the classroom is limited. This qualitative study explores how early childhood educators implemented and expanded content from a long-term PD program designed around best practices in early childhood PD. Through a thematic content analysis of written reflections and interviews, we explore how teachers successfully implemented content from the program. Results indicate that teachers implemented and adapted STEAM activities to fit their classroom’s needs, as well as integrated new vocabulary into their practice. Implications for the design of PD that focuses on classroom implementation are discussed.