Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development DOI Creative Commons
Μaria Meletiou-Mavrotheris,

Efi Paparistodemou

Education Sciences, Journal Year: 2024, Volume and Issue: 14(4), P. 402 - 402

Published: April 11, 2024

This article is a self-narrative of our 18-year research into the Technological Pedagogical Content Knowledge (TPACK)-guided professional development teachers in ICT-enhanced mathematics learning. Using autoethnography as methodology to elucidate transformative personal evolution implementing TPACK model, we describe how conceptualized and enacted framework across three distinct phases trajectory. In first phase, efforts focused on offering afternoon seminars workshops using educational software. Mathematics attended voluntarily. second concentrated designing programs guided by principles adult education, which emphasize importance learner autonomy relevance, socio-constructivist views teacher growth, stress role collaboration reflection final adopted systemic, school-based approach investigating expanding for other STEM/STEAM teachers. At end each phase’s description, delve profound lessons learned these led paradigm shift, perspective practitioners researchers. Finally, present set recommendations future practice aimed at facilitating sustainability learning initiatives.

Language: Английский

Emerging trends and effective strategies in STEM teacher professional development: A systematic review DOI Creative Commons
Nadia Rehman, Xiao Huang, Amir Mahmood

et al.

Humanities and Social Sciences Communications, Journal Year: 2025, Volume and Issue: 12(1)

Published: Jan. 7, 2025

Effective STEM education is closely linked to teacher professional development (TPD) quality. In response the evolving demands of education, Chinese government has implemented numerous TPD programs across various cities and districts. This research systematically reviews 31 studies identify common objectives projects, evaluate their impact on teachers' competencies instructional methods, explore factors influencing project outcomes. The methodology involved extracting data thematic analysis provide qualitative insights into effectiveness programs. findings highlight a significant emphasis interdisciplinary integration, innovative curriculum reform, technological proficiency among teachers. Furthermore, identifies need extend training periods targeted address specific regional challenges shortage qualified While there preference for interactive, in-person sessions, shift toward online modalities reflects changing paradigms. Integrating fields educational settings fosters more dynamic academic environment. However, review also notes predominance interviews surveys in collection, underscoring diverse robust empirical methodologies. Standardizing collection adopting comprehensive evaluation approaches are recommended enhance These foundation refining China, calling holistic evaluations future research.

Language: Английский

Citations

0
Transferring Results of Professional Development into Practice: A Scoping Review DOI Creative Commons
Dita Nīmante, Maija Kokare, Sanita Baranova

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(1), P. 95 - 95

Published: Jan. 16, 2025

The paper aims to map available evidence regarding the transfer of learning from professional development (PD) into practice. scoping review is based on an analysis key characteristics effective PD, drawing 60 meta-analyses and various types reviews (e.g., systematic, integrative, etc.) PD both in general fields published 2009 2024. Three research questions are put forward: What characterises PD? Which theoretical concepts scientific literature represent adult practice? And what processes indicators show ways transferring outcomes methodology organised three steps—preliminary study, main conceptualisation—by selecting publications deriving conclusions relevant questions, as well identifying knowledge gaps for further exploration. uses characterise practice it determined by different contexts, traditions, practices. Although has been defined several models have developed, effectiveness related still ongoing. However, not all evaluations take these bases evaluate existing practices, so proposed researchers make difficult compare results. problem insufficient terms measurable comparable criteria fields. reveals a variety controversial or incompletely researched aspects results

Language: Английский

Citations

0
Determinants of Students’ STEM Attitudes in Primary School: Reading Experience, Preschool Education and Career Choice DOI Creative Commons
Duygu SARI, Mehmet KATRANCI, Uğur Sarı

et al.

Educational Academic Research, Journal Year: 2025, Volume and Issue: 56

Published: Feb. 10, 2025

This study aims to examine primary school students’ STEM attitudes in terms of some demographic characteristics and reveal their determinants. 616 students who are the fourth grade a province Central Anatolia Region Turkey participated study. The descriptive survey model was used data were collected through personal information form attitude scale. In analysis data, Mann-Whitney U Kruskal Wallis H tests together with statistics results. addition, effect size value calculated for all obtained As result study, it determined that differed significantly according whether received preschool education, they followed science-themed children's magazines, number books read per month, type book liked profession chose; however, gender variable did not have significant effect. According results, suggested should gain reading habits, follow magazines be supported science fiction books. importance educational policies aimed at expanding education order increase interest fields emphasized.

Language: Английский

Citations

0
Reciprocal interplays in becoming STEM learners and teachers: preservice teachers’ evolving understandings of integrated STEM education DOI Creative Commons
M. Louise Fitzpatrick, Aisling Leavy

International Journal of Mathematical Education in Science and Technology, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 30

Published: March 21, 2025

Language: Английский

Citations

0
Fostering Inquiry: The Impact of Cross-Curricular Professional Development on STEM Teacher Practices DOI Creative Commons
Mark G. Wilson, Faiza Zafar, Carolyn Nichol

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(4), P. 421 - 421

Published: March 27, 2025

This study investigated the impact of sustained, inquiry-based professional development (PD) on K-12 STEM educators’ instructional practices, with a particular focus integrated mathematics and science teaching. As education becomes increasingly vital in preparing students to address global challenges, educators face challenge adapting their teaching strategies foster meaningful, engaging, effective learning experiences. Inquiry-based (IBL) has emerged as promising approach through its emphasis student-driven exploration collaborative learning. However, implementation often requires targeted PD. qualitative examines ConocoPhillips Applied Math Program (AMP!), sustained teacher PD program focused instruction, investigate how it supported teachers’ shift toward practices. Semi-structured interviews six past AMP! participants revealed that positively influenced content knowledge, pedagogical strategies, confidence, leading better student engagement achievement. also highlighted importance addressing practical challenges IBL implementation, such time constraints resistance adopting new strategies. The findings emphasized need for programs prioritize adaptability provide long-term support aligned immediate needs.

Language: Английский

Citations

0
STEM educatison through the eyes of teachers from various specialties in Ukrainian Pedagogical University DOI
Maryna Nesterenko, Hanna Mytsyk, Kristina Petryk

et al.

International Journal of Educational Research Open, Journal Year: 2025, Volume and Issue: 9, P. 100464 - 100464

Published: April 2, 2025

Language: Английский

Citations

0
Leveraging technology for pre‐service teachers' well‐being: The effectiveness of a multicomponent positive psychology intervention in pre‐service preschool teachers in Hong Kong DOI
Jesus Alfonso D. Datu, Alfred Lee, Kevin Kien Hoa Chung

et al.

Applied Psychology Health and Well-Being, Journal Year: 2023, Volume and Issue: 15(4), P. 1446 - 1471

Published: April 16, 2023

Effective teacher training programs entail cultivating not only professional teaching competencies but also promoting psychological strengths. However, there is a lack of investigation into how different modes delivering interventions influence well-being outcomes in the profession, such as preschool educators. This study examines effects technologically driven implementing PROSPER-based intervention on positivity, relationship, outcome, strengths, purpose, engagement, and resilience. One hundred twenty-eight pre-service teachers were randomly assigned to (1) full (i.e., online workshop smartphone app); (2) workshop; (3) app; (4) wait-list control group. The results demonstrated that mode yielded strongest outcomes: Although app did significantly improve outcomes, combining this approach with format appeared have positive retention positivity at Time 3 follow-up. findings suggest traditional could be more effective than app-based bolstering teachers' well-being.

Language: Английский

Citations

12
In-service STEM teachers professional development programmes: A systematic literature review 2018–2022 DOI
Ence Surahman, Tzu‐Hua Wang

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 135, P. 104326 - 104326

Published: Sept. 2, 2023

Language: Английский

Citations

11
STEM professional development program for gifted education teachers: STEM lesson plan design competence, self-efficacy, computational thinking and entrepreneurial skills DOI
Erhan Şahin, Uğur Sarı, Ömer Faruk Şen

et al.

Thinking Skills and Creativity, Journal Year: 2023, Volume and Issue: 51, P. 101439 - 101439

Published: Dec. 6, 2023

Language: Английский

Citations

11
Designing effective STEM courses: a mixed-methods study of the impact of a STEM education course on teachers’ self-efficacy and course experiences DOI Creative Commons
Nurman Zhumabay,

Zhaudir Yelemessova,

Nuri Balta

et al.

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: March 13, 2024

Science, technology, engineering, and mathematics (STEM) fields play a critical role in the advancement of society are expected to grow rapidly coming years. This study examines development STEM education course its impact on teachers’ self-efficacy experiences. The involves mixed-methods approach, using survey assignment results gathered from 52 master’s degree candidates who took an online course. Teachers’ self-efficacy, knowledge, reflections reading materials, lesson plans were quantitatively analyzed while content analyses was employed for opinions each subject overall evaluation. Results showed significant increase teaching subjects after completing Additionally, teachers reported positive experiences related content, activities, assignments. provides insights into design implementation effective courses practical implications designing operative courses.

Language: Английский

Citations

4