Exploring Teacher Development Courses in the Lens of Integrated STEM Education: A Holistic Multiple Case Study

Autor/inn/en	Mumcu, Filiz; Atman Uslu, Nilüfer; Özdinç, Fatih; Yildiz, Bahadir
Titel	Exploring Teacher Development Courses in the Lens of Integrated STEM Education: A Holistic Multiple Case Study
Quelle	In: International Journal of Contemporary Educational Research, 9 (2022) 3, S.476-491 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mumcu, Filiz) ORCID (Atman Uslu, Nilüfer) ORCID (Özdinç, Fatih) ORCID (Yildiz, Bahadir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Secondary School Teachers; Foreign Countries; Faculty Development; STEM Education; Integrated Curriculum; Curriculum Design; Technological Literacy; Educational Strategies; Knowledge Level; Pedagogical Content Knowledge; Teacher Attitudes; Opinions; Researchers; College Faculty; Turkey + Suchen Sie Ihr Suchwort? Ausland; STEM; Lehrplangestaltung; Technisches Wissen; Lehrstrategie; Wissensbasis; Pädagogische Kompetenz; Lehrerverhalten; Lehrmeinung; Researcher; Forscher; Fakultät; Türkei
Abstract	The implications of how teacher development courses (TDCs) should be designed for integrated STEM education are essential for in-class STEM education practices. This study compares the three TDCs accomplished to support teachers' professional development (PD) for integrated STEM education in terms of pedagogical knowledge, technological knowledge, and strategy. A holistic multiple-case study design was used in this study. Each TDC was considered a case study, and case-specific analyses were made. The findings obtained for each case were then compared. The first TDC included only computer science teachers and showed us the necessity of interdisciplinary work to enhance integrated STEM education. The second TDC demonstrated that this work could be accomplished by combining the content knowledge of teachers from various disciplines; however, the second TDC's drawbacks included identifying real-world problems, a lack of response to the engineering approach for science and mathematics teachers, and the rigidity of the collaborative working strategy. Then, we focused on the role and purpose of "T"echnology. Finally, we gave the teachers learning tasks to work collaboratively with teachers in their disciplines first and teachers from other disciplines later. This study shows how a TDC should be designed effectively to support teachers' PD for integrated STEM education. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01