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

Reflective Practice in Higher Education Institutions: Exploring Teachers’ Reflective Experiences and Challenges in Ethiopian Public Universities DOI
Hailay Tesfay Gebremariam,

Aniley Berhanu Sisay

Interchange, Journal Year: 2024, Volume and Issue: 55(4), P. 405 - 428

Published: May 23, 2024

Language: Английский

Citations

4
A systematic review and meta-analysis on TPACK-based interventions from a perspective of knowledge integration DOI Creative Commons
Armin Fabian, Iris Backfisch,

K A Kirchner

et al.

Computers and Education Open, Journal Year: 2024, Volume and Issue: 7, P. 100200 - 100200

Published: July 19, 2024

Language: Английский

Citations

4
Exploring human and AI collaboration in inclusive STEM teacher training: A synergistic approach based on self-determination theory DOI
Tingting Li, Zehui Zhan, Yu Ji

et al.

The Internet and Higher Education, Journal Year: 2025, Volume and Issue: unknown, P. 101003 - 101003

Published: Feb. 1, 2025

Language: Английский

Citations

0
A Framework for Incorporating the “Learning How to Learn” Approach in Teaching STEM Education DOI Creative Commons
Othman Abu Khurma, Abdulla Al Darayseh, Yahia Alramamneh

et al.

Education Sciences, Journal Year: 2022, Volume and Issue: 13(1), P. 1 - 1

Published: Dec. 20, 2022

The importance of STEM subjects for the purposes scientific and technological development has gained global momentum. Yet, there are various obstacles to applying a education in context preparing students scientifically technologically advanced society. There been little research on how engineering can be incorporated into elementary school curriculum. This study, thus, provides systematic review learning techniques structured framework that used support fields science, technology, engineering, mathematics (STEM). It also aids identifying students’ shifts interest toward subjects, as well their desire pursue future STEM-based careers. study makes use literature high-impact journals with Q1 or Q2 ranking. was found hurdles regard teaching approach is subjects. suggests numerous opportunities exploited by educators hunt better approach. Finally, researchers must create features enable gain fundamental competencies within disciplines. Future applications include experimental inquiry-based activities.

Language: Английский

Citations

16
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

Citations

3