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 knowledgeAl Salami, M. K., Makela, C. J., & de Miranda, M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology Design and Education, 27, 63–88. https://doi.org/10.1007/s10798-015-9341-0.
Aslam, F., Adefila, A., & Bagiya, Y. (2018). STEM outreach activities: An approach to teachers’ professional development. Journal of Education for Teaching, 44(1), 58–70. https://doi.org/10.1080/02607476.2018.1422618.
Cavlazoglu, B., & Stuessy, C. (2017). Changes in science teachers’ conceptions and connections of STEM concepts and earthquake engineering. The Journal of Educational Research, 110(3), 239–254. https://doi.org/10.1080/00220671.2016.1273176.
Clark, L., Majumdar, S., Bhattacharjee, J., & Hanks, A. C. (2015). Creating an atmosphere for STEM literacy in the rural south through student-collected weather data. Journal of Geoscience Education, 63, 105–115.
Faber, C., Hardin, E., Klein-Gardner, S., & Benson, L. (2014). Development of teachers as scientists in research experiences for teachers programs. Journal of Science Teacher Education, 25(7), 785–806.
Fore, G. A., Feldhaus, C. R., Sorge, B. H., Agarwal, M., & Varahramyan, K. (2015). Learning at the nano-level: Accounting for complexity in the internalization of secondary STEM teacher professional development. Teaching and Teacher Education, 51, 101–112.
Granucci, N., Jenkins, C., Bauer, M., Gard, A. L., Pinkerton, B., & Broadbridge, C. (2017). Teaching material science and engineering (MSE) in the pre-college classroom as a vehicle for NGSS implementation. MRS Advances, 2, 1661–1665.
Hardre, P. L., Ling, C., Shehab, R. L., Herron, J., Nanny, M. A., Nollert, M. U., et al. (2014). Designing and evaluating a STEM teacher learning opportunity in the research university. Evaluation and Program Planning, 43, 73–82.
Jho, H., Hong, O., & Song, J. (2016). An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a community of practice perspective. Eurasia Journal of Mathematics Science and Technology, 12(7), 1843–1862.
Kisiel, J. F. (2014). Clarifying the complexities of school–museum interactions: Perspectives from two communities. Journal of Research in Science Teaching, 51, 342–367.
Kovarik, D. N., Patterson, D. G., Cohen, C., Sanders, E. A., Peterson, K. A., Porter, S. G., et al. (2013). Bioinformatics education in high school: Implications for promoting science, technology, engineering, and mathematics careers. CBE-Life Sciences Education, 12(3), 441–459.
MacLeish, M. Y., Akinyede, J. O., Goswami, N., & Thomson, W. A. (2012). Global partnerships: Expanding the frontiers of space exploration education. Acta Astronautica, 80, 190–196.
MacLeish, M. Y., Thomson, W. A., & Moreno, N. P. (2011). The National Space Biomedical Research Institute’s education and public outreach program: Working toward a global 21st century space exploration society. Acta Astronautica, 68, 9–10.
Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based stem professional development for elementary teachers. Journal of Educational Research, 106(2), 157–168. https://doi.org/10.1080/00220671.2012.667014.
Parker, C., Abel, Y., & Denisova, E. (2015a). Urban elementary STEM initiative. School Science and Mathematics, 115(6), 292–301. https://doi.org/10.1111/ssm.12133.
Parker, C. E., Stylinski, C. D., Bonney, C. R., Schillaci, R., & McAulliffe, C. (2015b). Examining the quality of technology implementation in STEM classrooms: Demonstration of an evaluative framework. Journal of Research on Technology in Education, 47(2), 105–121. https://doi.org/10.1080/15391523.2015.999640.
Radloff, J., & Guzey, S. (2017). Investigating changes in preservice teachers’ conceptions of STEM. School Science and Mathematics, 117(3–4), 158–167. https://doi.org/10.1111/ssm.12218.
Richmond, G., Dershimer, R. C., Ferreira, M., Maylone, N., Kubitskey, B., & Meriweather, A. (2017). Developing and sustaining an educative mentoring model of STEM teacher professional development through collaborative partnership. Mentoring & Tutoring, 25(1), 5–26. https://doi.org/10.1080/13611267.2017.1308097.
Singer, J. E., Ross, J. M., & Jackson-Lee, Y. (2016). Professional development for the integration of engineering in high school STEM classrooms. Journal of Pre-College Engineering Education Research, 6(1), 1–16.
Whannell, R., & Tobias, S. (2015). Educating Australian high school students in relation to the digital future of agriculture. Journal of Economic and Social Policy, 17(2), 1–18.
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