STEM teacher professional development in pre-service teacher education: A literature review

Abstract

Science, technology, engineering, and mathematics (STEM) education has recently been gaining popularity in a number of countries. This seems to have ramifications for increasing the intensity with which professional development programmes are implemented at both in-service and pre-service teacher levels. The present study provides a systematic literature review on scientific articles published between 2015 and 2021, examining how STEM teacher professional development programmes (STEM-TPD) led in the pre-service teacher corpus. Following a screening process, 66 studies were found to be eligible and in compliance with the review criteria. The review's findings indicate a positive trend in STEM-TPD scientific articles, with an increase in publications from year to year in many countries. The majority of studies were conducted in the United States and Turkey using various research methods. The STEM-TPD programme is carried out in three areas, namely, included in existing courses, conducted outside of lectures, and carried out on newly developed courses. We also ultimately discuss the seven most frequently used elements of STEM-TPD and the types of participant collaboration.

Study on the development and implementation of an interdisciplinary solar panel project to enhance students' interest in STEM

“…The study results showed that the solar panel project can be an engaging learning context for students. This finding gives us an insight that using projects closely related to contemporary global issues, such as the energy crisis, not only increases students' engagement but also deepens their understanding of the real applications of STEM concepts (Struyf et al, 2019;Suryadi et al, 2023). According to the literature, choosing interdisciplinary and challenging learning contexts can influence students' motivation (El Nagdi & Roehrig, 2020;Mayasari et al, 2019).…”

“…Although the Ministry of Education has provided guidebooks, many teachers still experience difficulties implementing integrated STEM learning (Muchtar & Ding, 2024;Nuragnia et al, 2021). Suryadi et al (2023) showed that efforts to develop teacher professionalism in integrated STEM teaching in Indonesia are relatively scarce. Furthermore, Sulaeman et al (2022) found that the majority of Indonesian physics teachers are familiar with the integrated STEM education approach; however, more than half have never tried to implement an integrated STEM teaching approach in the classroom.…”

Tren Penelitian Pembelajaran Biologi Berbasis Citizen Science Untuk Melatihkan Keterampilan Abad 21

“…Sistematis mengikuti pedoman yang ditentukan pada PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) (Abbasi et al, 2022;Mastan et al, 2022;Suryadi et al, 2023). Penelitian ini menganut prinsip analisis konten, yang difokuskan pada temuan dari berbagai penelitian yang telah dipublikasikan di jurnal ilmiah di Internasional.…”