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STEM Teacher Education and Professional Development and Training: Challenges and Trends

Received: 21 June 2017     Accepted: 10 July 2017     Published: 18 October 2017
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Abstract

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.

Published in American Journal of Applied Psychology (Volume 6, Issue 5)
DOI 10.11648/j.ajap.20170605.12
Page(s) 93-97
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Professional Development, STEM Education, Teacher Training, 21st Century Competencies, Trends & Challengers

References
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Cite This Article
  • APA Style

    Aregamalage Sujeewa Vijayanthi Polgampala, Hong Shen, Fang Huang. (2017). STEM Teacher Education and Professional Development and Training: Challenges and Trends. American Journal of Applied Psychology, 6(5), 93-97. https://doi.org/10.11648/j.ajap.20170605.12

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    ACS Style

    Aregamalage Sujeewa Vijayanthi Polgampala; Hong Shen; Fang Huang. STEM Teacher Education and Professional Development and Training: Challenges and Trends. Am. J. Appl. Psychol. 2017, 6(5), 93-97. doi: 10.11648/j.ajap.20170605.12

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    AMA Style

    Aregamalage Sujeewa Vijayanthi Polgampala, Hong Shen, Fang Huang. STEM Teacher Education and Professional Development and Training: Challenges and Trends. Am J Appl Psychol. 2017;6(5):93-97. doi: 10.11648/j.ajap.20170605.12

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  • @article{10.11648/j.ajap.20170605.12,
      author = {Aregamalage Sujeewa Vijayanthi Polgampala and Hong Shen and Fang Huang},
      title = {STEM Teacher Education and Professional Development and Training: Challenges and Trends},
      journal = {American Journal of Applied Psychology},
      volume = {6},
      number = {5},
      pages = {93-97},
      doi = {10.11648/j.ajap.20170605.12},
      url = {https://doi.org/10.11648/j.ajap.20170605.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20170605.12},
      abstract = {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.},
     year = {2017}
    }
    

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    AB  - 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.
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Author Information
  • School of Education, Huazhong University of Science and Technology, Wuhan, China

  • School of Education, Huazhong University of Science and Technology, Wuhan, China

  • School of Education, Huazhong University of Science and Technology, Wuhan, China

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