Factors that foster and deter STEM professional development among teachers

Abstract

The present study seeks to identify teachers' perceptions regarding STEM teaching professional development and to identify the factors that facilitate or hinder the success of teachers' professional development. The participants of the study were 35 teachers. A qualitative approach was used for data collection by conducting semistructured interviews with 11 teachers out of 35. All the participants were involved in the three focus group sessions. The findings of the study revealed that teachers have various perceptions toward the STEM professional development based on their experience, knowledge, and skills. Moreover, the study revealed different factors influencing STEM professional development among teachers including personal characteristics and internal factors including attitudes and beliefs toward STEM professional development activities, and teachers' capacity. Also, external factors such as design of the training program, availability of training material, and timing of training. The findings of the study could benefit the decision‐makers to be aware about these factors that influence professional development and the teachers' needs.

The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes

“…STEM-based applications have also improved the STEM attitudes of pre-service science teachers (Wahono & Chang, 2018). Most of the teachers who participated in STEM training sessions had positive attitudes (Affouneh et al, 2020). Active involvement of pre-service science teachers in the process based on Cunningham (2009), and engineering design process steps may have been effective in the positive change in their attitudes.…”

Teachers’ Perceptions and Stem Teaching Activities: Online Teacher Professional Development and Employment

“…STEM education integrated with OTPDPs also promotes social development (NRC, 2011;Reeve, 2015). Therefore, OTPDPs tailored to STEM education should be at least 80 hours of applied training (Johnson & Fargo, 2010;Supovitz & Turner, 2000) and facilitate the use of STEM knowledge, skills, and technology (Affouneh et al, 2020). STEM education, course contents, and PDPs should be designed according to the needs of the labor market for high academic benefits and employment rates.…”

Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development

“…Lofthouse (2019) describes coaching as an evolving form of teachers' PD suitable for helping people deal with professional dilemmas and challenges by utilizing experienced persons to support others. PD arrangements such as mentoring and coaching provide the continuous support required for teachers' learning and subsequent transfer to their students (Affouneh et al, 2020; Shea et al, 2016). These PD arrangements (i.e., mentoring and coaching) are engraftable into teachers' daily activities, hence fitting as job‐embedded (Croft et al, 2010).…”