Phát triển nghề nghiệp giáo viên cho giáo dục Khoa học, Công nghệ, Kỹ thuật và Toán học (STEM): Một bài tổng quan từ góc độ của Kiến thức Nội dung Sư phạm Công nghệ (TPACK)

The Asia-Pacific Education Researcher - Tập 28 - Trang 5-13 - 2018
Ching Sing Chai1
1Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Sha Tin, Hong Kong

Tóm tắt

Bài tổng quan này xác định 20 nghiên cứu liên quan đến phát triển nghề nghiệp giáo viên cho giáo dục STEM. Bằng cách sử dụng một hỗn hợp phân tích nội dung dựa trên khung TPACK, cùng với mã mở và mã trục, một mô hình mô tả đã được xây dựng. Mô hình này mô tả mối liên kết giữa các loại biến khác nhau liên quan đến phát triển nghề nghiệp giáo viên cho STEM. Cách thức mà nội dung, phương pháp sư phạm và công nghệ được thể hiện trong các nghiên cứu STEM hiện tại được coi là thuộc tính của hiện tượng cốt lõi của phát triển nghề nghiệp giáo viên cho STEM. Những cân nhắc thiết kế cho nghiên cứu trong tương lai được trình bày. Nghiên cứu khuyến nghị rằng tư duy thiết kế, thành thạo tri thức và kiến thức kỹ thuật sư phạm công nghệ có thể là những trụ cột trong nghiên cứu trong tương lai.

Từ khóa

#phát triển nghề nghiệp #giáo viên #giáo dục STEM #TPACK #nghiên cứu giáo dục

Tài liệu tham khảo

Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology Design and Education, 27, 63–88. https://doi.org/10.1007/s10798-015-9341-0. Aslam, F., Adefila, A., & Bagiya, Y. (2018). STEM outreach activities: An approach to teachers’ professional development. Journal of Education for Teaching, 44(1), 58–70. https://doi.org/10.1080/02607476.2018.1422618. Cavlazoglu, B., & Stuessy, C. (2017). Changes in science teachers’ conceptions and connections of STEM concepts and earthquake engineering. The Journal of Educational Research, 110(3), 239–254. https://doi.org/10.1080/00220671.2016.1273176. Clark, L., Majumdar, S., Bhattacharjee, J., & Hanks, A. C. (2015). Creating an atmosphere for STEM literacy in rural south through student-collected weather data. Journal of Geoscience Education, 63, 105–115. Faber, C., Hardin, E., Klein-Gardner, S., & Benson, L. (2014). Development of teachers as scientists in research experiences for teachers programs. Journal of Science Teacher Education, 25(7), 785–806. Fore, G. A., Feldhaus, C. R., Sorge, B. H., Agarwal, M., & Varahramyan, K. (2015). Learning at the nano-level: Accounting for complexity in the internalization of secondary STEM teacher professional development. Teaching and Teacher Education, 51, 101–112. Granucci, N., Jenkins, C., Bauer, M., Gard, A. L., Pinkerton, B., & Broadbridge, C. (2017). Teaching material science and engineering (MSE) in the pre-college classroom as a vehicle for NGSS implementation. MRS Advances, 2, 1661–1665. Hardre, P. L., Ling, C., Shehab, R. L., Herron, J., Nanny, M. A., Nollert, M. U., et al. (2014). Designing and evaluating a STEM teacher learning opportunity in the research university. Evaluation and Program Planning, 43, 73–82. Jho, H., Hong, O., & Song, J. (2016). An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a community of practice perspective. Eurasia Journal of Mathematics Science and Technology, 12(7), 1843–1862. Kisiel, J. F. (2014). Clarifying the complexities of school–museum interactions: Perspectives from two communities. Journal of Research in Science Teaching, 51, 342–367. Kovarik, D. N., Patterson, D. G., Cohen, C., Sanders, E. A., Peterson, K. A., Porter, S. G., et al. (2013). Bioinformatics education in high school: Implications for promoting science, technology, engineering, and mathematics careers. CBE-Life Sciences Education, 12(3), 441–459. MacLeish, M. Y., Akinyede, J. O., Goswami, N., & Thomson, W. A. (2012). Global partnerships: Expanding the frontiers of space exploration education. Acta Astronautica, 80, 190–196. MacLeish, M. Y., Thomson, W. A., & Moreno, N. P. (2011). The National Space Biomedical Research Institute’s education and public outreach program: Working toward a global 21st century space exploration society. Acta Astronautica, 68, 9–10. Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based stem professional development for elementary teachers. Journal of Educational Research, 106(2), 157–168. https://doi.org/10.1080/00220671.2012.667014. Parker, C., Abel, Y., & Denisova, E. (2015a). Urban elementary STEM initiative. School Science and Mathematics, 115(6), 292–301. https://doi.org/10.1111/ssm.12133. Parker, C. E., Stylinski, C. D., Bonney, C. R., Schillaci, R., & McAulliffe, C. (2015b). Examining the quality of technology implementation in STEM classrooms: Demonstration of an evaluative framework. Journal of Research on Technology in Education, 47(2), 105–121. https://doi.org/10.1080/15391523.2015.999640. Radloff, J., & Guzey, S. (2017). Investigating changes in preservice teachers’ conceptions of STEM. School Science and Mathematics, 117(3–4), 158–167. https://doi.org/10.1111/ssm.12218. Richmond, G., Dershimer, R. C., Ferreira, M., Maylone, N., Kubitskey, B., & Meriweather, A. (2017). Developing and sustaining an educative mentoring model of STEM teacher professional development through collaborative partnership. Mentoring & Tutoring, 25(1), 5–26. https://doi.org/10.1080/13611267.2017.1308097. Singer, J. E., Ross, J. M., & Jackson-Lee, Y. (2016). Professional development for the integration of engineering in high school STEM classrooms. Journal of Pre-College Engineering Education Research, 6(1), 1–16. Whannell, R., & Tobias, S. (2015). Educating Australian high school students in relation to the digital future of agriculture. Journal of Economic and Social Policy, 17(2), 1–18. Boschman, F., McKenney, S., & Voogt, J. (2015). Exploring teachers’ use of TPACK in design talk: The collaborative design of technology-rich early literacy activities. Computers & Education, 82, 250–262. Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369–387. Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31–51. Desimone, L. M. (2009). Improving impact studies of teachers’ development toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15, S5–S24. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. Hoeg, D. G., & Bencze, J. L. (2017). Values underpinning STEM education in USA: An analysis of the Next Generation Science Standards. Science Education, 101(92), 278–301. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. Morrison, D., & Collins, A. (1995). Epistemic fluency and constructivist learning environments. Educational Technology, 35(5), 39–45. Sanders, M. (2009). STEM, Stem education STEMmania. The Technology Teacher, 68(4), 20–26. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: SAGE.