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STEM Teacher Professional Development in Pre-Service Teacher Education: A Literature Review

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Title: STEM Teacher Professional Development in Pre-Service Teacher Education: A Literature Review
Language: English
Authors: Suryadi, Ahmad, Purwaningsih, Endang, Yuliati, Lia, Koes-Handayanto, Supriyono
Source: Waikato Journal of Education. 2023 28(1):7-26.
Availability: Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Peer Reviewed: Y
Page Count: 21
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: STEM Education, Preservice Teachers, Faculty Development, Educational Research, Journal Articles, Teaching Methods, Foreign Countries, Geographic Location, Research Methodology, Cooperative Learning
Geographic Terms: United States, Turkey
ISSN: 1173-6135
2382-0373
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 (STEMTPD) 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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1392992
Database: ERIC
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  Data: STEM Teacher Professional Development in Pre-Service Teacher Education: A Literature Review
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  Data: <searchLink fieldCode="AR" term="%22Suryadi%2C+Ahmad%22">Suryadi, Ahmad</searchLink><br /><searchLink fieldCode="AR" term="%22Purwaningsih%2C+Endang%22">Purwaningsih, Endang</searchLink><br /><searchLink fieldCode="AR" term="%22Yuliati%2C+Lia%22">Yuliati, Lia</searchLink><br /><searchLink fieldCode="AR" term="%22Koes-Handayanto%2C+Supriyono%22">Koes-Handayanto, Supriyono</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Waikato+Journal+of+Education%22"><i>Waikato Journal of Education</i></searchLink>. 2023 28(1):7-26.
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  Data: Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Articles%22">Journal Articles</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Location%22">Geographic Location</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 1173-6135<br />2382-0373
– Name: Abstract
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  Data: 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 (STEMTPD) 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.
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    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Faculty Development
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      – SubjectFull: Cooperative Learning
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