STEM Teacher Education and Professional Development and Training: Challenges and Trends
American Journal of Applied Psychology
Volume 6, Issue 5, September 2017, Pages: 93-97
Received: Jun. 21, 2017;
Accepted: Jul. 10, 2017;
Published: Oct. 18, 2017
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Aregamalage Sujeewa Vijayanthi Polgampala, School of Education, Huazhong University of Science and Technology, Wuhan, China
Hong Shen, School of Education, Huazhong University of Science and Technology, Wuhan, China
Fang Huang, School of Education, Huazhong University of Science and Technology, Wuhan, China
One of the four goals of STEM aims to educate the best STEM (Science, Technology, Engineering & Mathematics) experts in the world. Professional Development programs shared the elements of strong leadership, Building capacity of teachers, and provide instructional guidance for them. However, STEM teachers encountered difficulties in adapting to the new integration reforms into their classrooms Therefore, high quality STEM infusion professional development programs are an urgent need. Hundred and sixty (160) research articles related to STEM from international journals overviewed that transforming from deeply rooted out dated approaches in teaching and embracing science through STEM is the panacea to excel 21st Century Education Competencies. In the midst of discouraging circumstances findings unraveled that the trend of STEM augmentation is growing at a slow but steady pace in developing countries but it has led to an alarming trend in some developed countries in the world. By combing the related literature, this paper summarizes that an update of promising practices in STEM teacher education programs in enhancing student learning in their own context is a drastic need and highly-qualified STEM teachers are still in high demand.
Aregamalage Sujeewa Vijayanthi Polgampala,
STEM Teacher Education and Professional Development and Training: Challenges and Trends, American Journal of Applied Psychology.
Vol. 6, No. 5,
2017, pp. 93-97.
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