Teacher learning and preschoolers’ STEM habits of mind: Evidence from two studies

This paper explores the influence of teacher learning on young children's STEM habits of mind through two studies involving Chinese preschools. Study 1 (141 teachers, 3214 students) demonstrates a significant impact of teacher attributes, particularly STEM teaching self-efficacy, on preschoolers' STEM habits of mind. Study 2 (77 teachers, 1514 students) reveals significant differences in child performance across intervention groups. Interventions incorporating Curriculum-Based Professional Learning (CBPL) principles positively affect preschoolers' STEM habits of mind. These findings highlight the importance of teacher attributes and targeted CBPL interventions for fostering STEM habits of mind in preschoolers, with implications for educational practices and policies. •The paper bridges the gap between teacher learning and the development of preschoolers' STEM habits of mind with evidence.•Study 1 reveals the impact of teacher attributes, like STEM teaching self-efficacy, on preschoolers' STEM habits of mind.•Study 2 shows significant change of child STEM habits of mind over time in Curriculum-Based Professional Learning (CBPL).