# Professional Development to Inspire, Support, and Extend STEM-Related Learning

## TL;DR

This paper explores how professional development workshops can improve early childhood educators' attitudes and enthusiasm for teaching STEM in Saudi Arabia.

## Contribution

The study introduces a professional development program based on socio-cultural theory to enhance STEM teaching in early childhood education.

## Key findings

- Educators showed positive shifts in attitudes and enthusiasm after the professional development program.
- Implementation challenges include lack of resources and support from school leadership.
- Ongoing coaching and mentoring are needed for sustained success.

## Abstract

The success of STEM education in early childhood education is reliant on the pedagogical practices of teachers. Effective teaching of STEM requires specific knowledge of the four disciplines of STEM, appropriate teaching and learning methods and relevant experiences. In Saudi Arabia the teaching of STEM is a relatively new field, and this paper outlines a research project to promote the teaching and learning of STEM through professional development workshops. The research is informed by Vygotsky’s cultural-historical/socio-cultural theory, acknowledging the crucial role of social interaction and cultural context in a collaborative learning environment. To evaluate the project, a mixed methods approach was used involving the collecting, analyzing, and interpreting of quantitative and qualitative data. Surveys were conducted before and after professional development as well as semi-structured interviews. The findings indicate positive shifts in attitudes and enthusiasm among early childhood educators to teach STEM following the professional development program. However, the practical implementation remains a challenge due to the perceived lack of suitable resources, support from school leadership and the need for ongoing coaching and mentoring.