Teacher Professional Development for Science, Technology, Engineering and Mathematics (STEM) Education: A Review from th
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Teacher Professional Development for Science, Technology, Engineering and Mathematics (STEM) Education: A Review from the Perspectives of Technological Pedagogical Content (TPACK) Ching Sing Chai1
De La Salle University 2018
Abstract This review identifies 20 studies pertaining to teacher professional development for STEM education. Using a mixture of content analysis with reference to the TPACK framework, and open and axial coding, a descriptive model was constructed. The model describes the connection of the various categories of variables associated with teacher professional development for STEM. How content, pedagogy, and technology are featured in current STEM research are treated as properties of the core phenomenon of teacher professional development for STEM. Design considerations for future research are presented. The study recommends that design thinking, epistemic fluency and technological pedagogical engineering knowledge could be the anchors of future research. Keywords Teacher professional development STEM Technological pedagogical content knowledge
Introduction Science, Technology, Engineering and Mathematics (STEM) are closely interrelated content areas. One way to understand the complex interrelationships is in the context of solving real-world problems. Engineering is the discipline that applies scientific knowledge and mathematical computation to design processes or products (i.e. technologies) to address the problems (Brophy et al. 2008).
& Ching Sing Chai [email protected] 1
Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Sha Tin, Hong Kong
Technologies in turn are used to facilitate scientific and mathematical knowledge advancement and engineering design. Having sufficient STEM knowledge, and the ability to integrate these knowledge resources to design solutions for emerging problems, is the core competency sorted by most society. The collective competency of a society to create STEM knowledge determines its status in the world. Thus, there is surging interest in integrative STEM education (Sanders 2009; Hoeg and Bencze 2017). One implication of such recognition would be the need to cultivate teachers who are knowledgeable in STEM subjects and engineering design. Teacher education, however, usually focuses on one or two subject matter except for primary education, and curriculum studies are subject specific. In addition, teachers are not familiar with engineering content or processes (Nadelson et al. 2013). There is consequently a clear need for professional development. Teacher professional development (TPD) is well recognized as the corner stone of all kinds of education reform (Desimone 2009; Fore et al. 2015; Guskey 2002). However, recent publications lament the lack of research in STEM-TPD (Al Salami et al. 2017; Cavlazoglu and Stuessy 2017). Given its importance, the lack of research in TPD to date is puzzling. Nonetheless, this review attempts to consolidate what have been researched using the technologic
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