STEAM Pedagogy as an Approach for Teacher Professional Development

2020 ◽  
Vol 5 (5) ◽  
pp. 28-33
Author(s):  
Sanjaya Kumar Pant ◽  
Bal Chandra Luitel ◽  
Binod Prasad Pant
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Real World ◽  
Ways Of Knowing ◽  
Training Module ◽  
Science Technology ◽  
Teacher Professional ◽  
And Mathematics ◽  
And Training ◽  
Real World Problems

The ongoing in-service teacher learning or formal teacher professional development (TPD) is too conventional and de-escalating as the disciplinary skills and knowledge of teacher is insufficient to solve real world problems which are multi-disciplinary in origin. Thus, there is a critical need to explore and introduce multidisciplinary pedagogy with wise integration of science, technology, engineering, arts and mathematics (STEAM) concepts as an approach for TPD. This paper aims to explore the possible approaches of introducing STEAM pedagogy as an approach for TPD. This argumentative paper is prepared with the help of relevant and useful literatures. We argue the urgent need to integrate arts and technology in subject disciplines and design STEAM projects and training module as a neo-approach for TPD. This approach is equally useful for pre-service as well as in-service school teachers to develop multidisciplinary ways of knowing and solving real world problems.

scholarly journals PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

2015 ◽  
Vol 65 (1) ◽  
pp. 28-38
Author(s):  
Andrea C. Burrows
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Teacher Perception ◽  
Science Technology ◽  
Teacher Professional ◽  
Systemic Nature ◽  
And Mathematics ◽  
K 12 ◽  
Academic Year

While it can take different forms, science, technology, engineering, and mathematics (STEM) K-12 teacher professional development (PD) is important around the world. Though all stakeholders play critical roles in PDs, the author focuses on the larger system that supports the PDs. As such, this research study focuses on the PD results, but also on the explanation of the systemic nature of the PDs studied. Partnerships, including building of relationships, are explored in that system. In this mixed methods study of two K-12 teacher PDs (n=31 and 19 total PD days), conducted in the western United States, the author utilizes quantitative and qualitative data collection methods to reinforce quality PD practices and suggested strategies. Results indicate that 90% of the K-12 teachers were highly engaged in the STEM content and partnership building. Pre to post K-12 teacher perception scores regarding astronomy use in STEM content courses showed noteworthy improvement from 16% to 84%. Furthermore, K-12 teacher perceptions regarding creation of partnerships and collaborations rose from 26% to 90%. Other findings showcase themes of reflection, collaboration, STEM integration, and inquiry as well as a need for partnership building time. Overall, when the K-12 teachers worked together in a structured PD over an academic year (2014-2015) for a selection of 19 days (13 summer days and 6 Saturdays during the academic year) partnerships were formed and provided added organization for the PD system. Faculty/PD team communications and continuous K-12 teacher support were also critical factors for systemic PD success. Access to K-12 teacher created lesson plans that use astronomy as a vehicle for STEM lessons can be accessed free of charge at the following websites: http://physics.uwyo.edu/~mike/workshop/index.html and http://www.physics.uwyo.edu/~aschwortz/LASSI/ Key words: teacher professional development, systemic nature, partnership, reflection, inquiry.

scholarly journals Teacher Professional Development and Appraisal

2015 ◽  
Vol 2 (2) ◽  
pp. 146-152
Author(s):  
Kushtarbek Kimshanov ◽  
Totukan Dyikanbaeva
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
School Teacher ◽  
High Standard ◽  
Teacher Appraisal ◽  
International Literature ◽  
Muslim Society ◽  
Teacher Professional ◽  
And Training

Abstract The paper is based on analysis of international literature on school teacher appraisal and professional development.  Teacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well.  Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness.  Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to maintain a high standard in education. However, eventually the developmental purpose had been emphasized. This paper presents rich literature on teacher appraisal and teacher development concepts. Abstrak Artikel ini berdasarkan analisis literatur internasional pada penilaian guru sekolah dan pengembangan profesional. Penilaian guru merupakan bidang kajian yang sangat penting, dan sudah menjadi bidang kajian yang cukup sering diperdebatkan. Guru kerap merasa tegang dan cemas dikarenakan penilaian guru yang tidak adil, dan mereka sering bereaksi terhadap penilaian guru dengan kekesalan dan gugup. Dalam sejarahnya, penilaian guru bertujuan untuk memberitahukan isu-isu dan pertimbangan pelatihan dalam pendidikan selama dekade tujuh puluhan dan telah dibentuk untuk melatih akuntabilitas yang lebih baik untuk mengatasi standar pendidikan yang tinggi. Namun, akhirnya tujuan pengembangan telah ditekankan. Artikel ini memberikan beragam informasi tentang penilaian guru dan konsep pengembangan guru. How to Cite : Kimshanov, K. Dyikanbaeva, T. (2015). Teacher Professional Development and Appraisal. TARBIYA: Journal Of Education In Muslim Society, 2(2), 146-152. doi:10.15408/tjems.v2i2.2802. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2802

scholarly journals Exploring Blended Learning for Science Teacher Professional Development in an African Context

2009 ◽  
Vol 10 (4) ◽  
Author(s):  
Bopelo Boitshwarelo
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Teachers And Students ◽  
Science Teacher Professional Development ◽  
African Context ◽  
Teacher Professional ◽  
Culture Of Teaching ◽  
And Training

This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support ongoing teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.

scholarly journals Action Research in Vietnamese Schools as a Tool for Teacher Professional Development

2018 ◽  
Vol 6 (2) ◽  
pp. 15
Author(s):  
Nguyen Hoang Doan Huy ◽  
Nguyen Ngoc Quynh Anh ◽  
Bui Thanh Dieu
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Educational Research ◽  
Teacher Professional Development ◽  
Research Skill ◽  
Ministry Of Education ◽  
Research Skills ◽  
Teacher Professional ◽  
Relative Status ◽  
And Training

Educational research skill which is considered as a component of professional development competence of Vietnamese teachers, is an indicator of the Vietnamese teacher professional competences standards approved by the Ministry of Education and Training. Many activities have been organizing to enhance the teacher research skills in Vietnamese schools. The article deals with the possibilities of the incorporation of action research – a form of educational research – into teacher professional development; shows a relative status of Vietnamese teachers’ competence on action research; and thus, proposes some orientations on promoting teacher professional development through developing action research skills in Vietnamese schools.

scholarly journals The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development

2021 ◽  
Vol 11 (8) ◽  
pp. 404
Author(s):  
Margarida M. Marques ◽  
Lucia Pombo
Keyword(s):  
Professional Development ◽  
Augmented Reality ◽  
Teacher Professional Development ◽  
Stem Learning ◽  
Innovative Teaching ◽  
Teacher Professional ◽  
Mobile Ar ◽  
And Mathematics ◽  
Teacher Ability ◽  
The Impact

Ongoing technology progress sustains innovative teaching approaches. Mobile devices, augmented reality (AR), and games are a few of the new resources that teachers have at their disposal to promote student learning. However, their effective integration into practices requires training, so there is a need to analyze the impact of training initiatives on teacher professional development. A case study is being conducted on the development process of mobile AR games for Science, Technology, Engineering and Mathematics (STEM) learning by 14 Portuguese in-service teachers in a 50 h workshop. This contribution refers to the analysis of this training’s impact on teacher professional development through a questionnaire filled in at the beginning and end of the workshop. This study registered a higher impact on teachers’ understanding of AR educative use, the less-known approach, compared to mobile and game-based learning. Moreover, teachers became more experienced with these approaches as learners, and reported having explored them with their students during the workshop period. Teacher ability to identify benefits and barriers in these approaches increased with the workshop, particularly the learning that could be promoted with mobile AR games. The presented set of barriers to implementation is relevant to future teacher professional-development initiatives.

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