Science, Technology, Engineering, and Mathematics Education for Industry 4.0 in Technical and Vocational High Schools: Investigation of Teacher Professional Development

Autor/inn/en	Akgunduz, Devrim; Mesutoglu, Canan
Titel	Science, Technology, Engineering, and Mathematics Education for Industry 4.0 in Technical and Vocational High Schools: Investigation of Teacher Professional Development
Quelle	In: Science Education International, 32 (2021) 2, S.172-181 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Akgunduz, Devrim) ORCID (Mesutoglu, Canan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	STEM Education; Vocational Education; Vocational Education Teachers; Industry; Knowledge Level; Teacher Attitudes; Teacher Competencies; Faculty Development; Teacher Collaboration; Teacher Motivation; Student Motivation; Educational Technology; Technology Uses in Education; Telecommunications; Robotics; Computer Simulation; Technological Literacy; High School Teachers; Foreign Countries; Pedagogical Content Knowledge; Information Technology; Programming; Lesson Plans; Planning; Turkey + Suchen Sie Ihr Suchwort? STEM; Ausbildung; Berufsbildung; Ausbilder; Industrie; Wissensbasis; Lehrerverhalten; Lehrkunst; Lehrerkooperation; Schulische Motivation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Robotertechnik; Computergrafik; Computersimulation; Technisches Wissen; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Ausland; Pädagogische Kompetenz; Informationstechnologie; Programmierung; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Türkei
Abstract	The goals of this study were to investigate technical and vocational education (TVET) teachers' progress in their knowledge, perceptions, and competencies related to Industry 4.0 components and Science, Technology, Engineering, and Mathematics (STEM) within the context of a professional development program. A case study design was followed to reveal in-depth information on teacher improvement. Data sources included the "Teacher Knowledge Survey, Teacher Perceptions Survey, and Industry 4.0 and STEM Competencies Survey." Results indicated significant improvement in teachers' Industry 4.0 competencies and their content knowledge of Industry 4.0 components and STEM. Teachers reported a culture of collaboration in their school, increased teacher and student motivation, and positive attitudes toward TVET with implementation of the STEM PD program. The results point to the need to help teachers in designing certain aspects of STEM lesson plans including the integration of mobile programming, robotic programming and virtual reality meaningfully into the lesson content. Further implications for research and practice are presented in light of the findings. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01