Reforming Science Teacher Education Programs in the STEM Era: International and Comparative Perspectives

Contents
Notes on Contributors
List of Figures
List of Tables
Chapter 1: STEM Teacher Education: An Overview
Introduction
Defining STEM
STEM Education and Teacher Preparation
Contributions of the Current Book
Chapter Overviews
Final Thoughts
References
Chapter 2: Implementing STEM Policy in African Nations’ Teacher Education Programs: Insights from Some Southern African Countries
Introduction
Research Purpose
Theoretical Framework
Literature Review
Defining Policy
Conceptualizing the Implementation of STEM Education
Rationale for STEM Education
Challenges and Barriers to STEM Integration
Methods
Participants
Data Analysis
Findings and Discussions
Conceptualization of STEM
University STEM Emphasis
Barriers to STEM Implementation
Conclusions
References
Chapter 3: STEMifying Teacher Education: A Canadian Context
Introduction
Integrated STEM Teacher Education
STEM Specialty Focus in Teacher Education: A Canadian Perspective
Digital Technologies and Digital Literacies
Case Studies
Inquiry and Engineering Approaches: Project-based Learning and Integrated STEM Education
Conclusions and Recommendations
COVID-19 and Emergency Remote Teaching
References
Chapter 4: STEM in Canadian Teacher Education: An Overview
Introduction
Understanding the Political Context of Education and Teacher Education in Canada
Understanding STEM in Teacher Education in Canada
The State of STEM in Teacher Education in Canada
CMEC Reports and Publications
SERG & CATE Presentations
STEM Courses in Academic Calendars
Narrative Descriptions of STEM-oriented BEd Courses
Pacific Region: Approaching STEM through Modeling Practices
Pacific Region Discussion
Prairie Region: Heterogeneities in Design and STEM Education
Prairie Region Discussion
Central Region: STEM through Ambitious Science Teaching
Central Region Discussion
Atlantic Region: Stepping into the Technology and STEM Pool
Atlantic Region Discussion
Discussion and Conclusions
References
Chapter 5: Science Teacher Education in Chile: On the Verge of a Turning Point toward STEM-Oriented Science Education
Introduction
Science Teacher Education in Chile
Chilean National Policies for Teacher Education Improvement (2002–2022)
Science Teachers’ Education in Chile
A New Science Curriculum as a Turning Point for Secondary Science Teacher Education
Rethinking Secondary Pre-service Science Teacher Education
Developing Secondary Pre-service Teachers’ STEM Pedagogical Content Knowledge
Secondary Pre-service Science Teacher in Reflection, Practice, and Action
Final Remarks
References
Chapter 6: To STEAM or Not to STEAM: Is It a Matter of Professional Development or Professional Creation?
Introduction
Background and Conceptual Framework
Description of the Program
Teachers’ Professional Development and Creation
Research Design
Instruments
Preliminary Online Survey
Semi-structure-Interviews
Participants
Qualitative Data Analysis
Findings
Emerging Themes from the Semi-structured-Interviews
Transformational Experience in Teaching and Understanding STEM
Professional Development and/or Identity Creation
Teaching STEM/STEAM: Design and Implementation
Future Career Trajectories and Pathways
STEAM-PED Program Improvements Needed
Recommendations for Program Improvements
Discussion
Conclusion
References
Chapter 7: Preparation of Teachers for STEM Education in Hong Kong
Introduction
STEM Education Initiatives in Hong Kong
The STEM Teacher Preparation Policies in Hong Kong
Teacher Preparation for STEM Education
Pre-service Teacher Preparation
Bachelor of Education (Honours) (Primary) Mathematics Programme
Bachelor of Education (Honours) (Secondary) Information and Communication Technology Programme
Bachelor of Education (Honours) (Secondary) Science Programme
Bachelor of Education and Bachelor of Science
Postgraduate Diploma in Education (PGDE) at Primary / Secondary Levels
Informal Training Received by Pre-service Teacher
In-service Teacher Preparation
Research on Teacher Preparation for STEM Education in Hong Kong
Research on Teaching and Learning in Pre-service Teacher Education
Research on Teacher Professional Development
Conclusion: Future Development for Teacher Preparation in STEM Education
References
Chapter 8: Status Study on Japanese Pre-Service and In-Service Science Teachers’ Preparation in STEM/STEAM Education
Introduction
Objective
Background
Changes in Education Policy as a Nation
Methods
Processes for Selecting Science Teachers in Middle and High Schools
Case of Shizuoka Prefecture
Impacts of New National Curriculum Standards of Japan and Their Relation to “Society 5.0”
Exemplary Pre-service STEAM Teacher Training at Shizuoka University in Shizuoka
Development of STEM Learning in Undergraduate Method Courses
Methodologies for the Development of STEM/STEAM Teachers in Universities
Development of STEM Action Research in Master’s Theses and PhD Dissertations
Super Science High Schools and Super Global High Schools
Shizuoka STEM Academy and Its Expansion
Discussion and Future Implementation
Conclusion
References
Chapter 9: Perspectives on Reforming Science Teacher Education Programs Toward Integrated STEM in Malaysia
Introduction
Theoretical Framework
Methodology
National Context
Teacher Education Program Context
Integrated STEM Education Course
Research Paradigm and Approach
Research Participant
Methods of Data Collection and Analysis
Findings
Perspectives of STEM Education
The Most Suitable Subject(s) for Connecting STEM Disciplines
Benefits and Challenges of Integrated STEM Education for Pre-service Science Teachers
Benefits
Challenges
Engagement with Physics and Chemistry Pre-service Teachers
Discussion, Limitation, and Conclusion
Contributions to the Literature
Contribution to the STEM Teacher Education Practice
Conclusion
References
Chapter 10: Science Teacher Preparation in Oman: Strengths and Shortcomings Related to STEM Education
Introduction
Historical Overview of the Science Teacher Preparation in Oman
Structure of the Science Teacher Education Program at SQU
Purpose of the Program
Requirements for Faculty
Admission Requirements
Design of Science Teacher Education Programs to Change to STEM-based Instruction
Content Knowledge and Pedagogical Knowledge
Effect on Student Learning
Clinical Experience
STEM OMAN Program in Omani Schools
Stage 1 in 2017–2018
Stage 2 in 2018–2019
Stage 3 in 2019–2020
Training Programs Implemented by STEM OMAN
The Initial Training Program of the STEM OMAN Program
Professional Overseas Training Program on STEM OMAN
The Second Stage STEM OMAN Training Program at the National Level
The Third Stage STEM OMAN Training Program at the National Level
The Positives and Shortcomings of Science Teacher Education (STE) Regarding STEM Education
Positives
Shortcomings
Possibilities for Implementing STEM Education in Oman
References
Chapter 11: STEM Education in the Spanish Context: Key Features and Issues
Introduction
STEM Education in the Spanish Context
Three Case Studies of STEM Education Programs
The IndagaSTEAM Escuela Case
The Case of STEAMCat
The MaSDiV Case
Conclusions
References
Chapter 12: An Exploration of Co-Teaching in STEM Teacher Professional Development Programs in Turkey
Introduction
STEM Education in Turkey
The Power Dynamics of Co-Teaching
Methodology
Research Context
Participants
Data Collection
Data Analysis
Findings
Co-Teaching Team 1 (Science): Teaching Sustainability in Science at The Early Childhood Level
Co-Teaching Team 2 (Mathematics): Data Science and Modeling with Data Loggers (LabStar)
Co-Teaching Team 3 (Engineering): Engineering Design-Based Thematic STEM Activities
Co-Teaching Team 4 (Technology): From Algorithmic Thinking to Computational Thinking
Discussion and Conclusion
References
Chapter 13: Entanglement of the United States and Turkish Science and Mathematics Educators Through the Lens of Becomings: Conceptualizing STEM Education Using a Bakhtinian Dialogic Approach
Theoretical Framework
Background and Literature
STEM Education
Approaches to STEM Education
Our Learnings to Research Question 1
STEM Education and Policy in Turkish Context
STEM Education and Policy in U.S. Context
STEM Teacher Preparation in Turkish Context
STEM Teacher Preparation in U.S. Context
Our Learnings to Research Question 2
Locations of Re-Imaginations, Possibilities and Critiques
Our Becomings as STEM Educators and Entanglements with Other Actors
Conclusion with a Conceptualization-In-Motion
References
Chapter 14: Greater than the Sum of its Parts: Centering Science Within Elementary STEM Education
Introduction: Why STEM Learning?
Conceptualizing STEM Integration
STEM Curriculum Reform: A Constant Flux
The STEM-Themed Pathways
Cross-Course STEM Themes
Evidence of Success with the STEM Semester
Initial Perceptions of STEM
Change in Perceptions
Challenges Faced and Lessons Learned
Take-Aways for STEM Educators
References
Chapter 15: U.S. Next Generation Science Standards: Possibilities, Not Prescriptions for STEM Teacher Education
Introduction
NGSS: Not a Prescription for STEM Teacher Education
NGSS: Possibilities for Teacher Education
STEM Possibilities Being Realized in Science Teacher Education
Conclusion
References
Chapter 16: Current Trends in Science Curriculum Reforms in Response to STEM Education: International Trends, Policies and Challenges
Introduction
Disciplinary or Interdisciplinary
Current Trends of Science Curricular Reforms Within the Framework of STEM Education
Conceptualization, Implementation, Policies, and Challenges
How Do Science Curricula Globally Respond to the STEM Education Movement? Samples of Global Curricular Reform Initiatives
Global Initiatives
STEM Initiatives in North America
STEM Initiatives in Europe
STEM Initiatives in Africa
STEM Initiatives in Asia
STEM Initiatives in Australia and Oceana
STEM Initiatives in Caribbean, Central, and South America
STEM Initiatives in Arab Region and the Middle East
Discussion
Conclusion and Recommendations for Teacher Preparation Programs
References
Index