Towards effective teacher professional development for STEM education in Hong Kong K-12: A case study

Towards effective teacher professional development for STEM education in Hong Kong K-12: A case study

Artificial intelligence in education technologies: New development and innovative practices: Proceedings of 2022 3rd International Conference on Artificial Intelligence in Education Technology

• Wang, Tianchong Swinburne University of Technology
• Cheng, Chi Keung Eric The Education University of Hong Kong

• Cheng, Eric C. K. Hong Kong Institute of Education
• Wang, Tianchong The Education University of Hong Kong
• Schlippe, Tim
• Beligiannis, Grigorios N.

Singapore

Springer

2023

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GG Engineering, Manufacturing & Construction

STEM Education Teacher Professional Development TPD Models K-12

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

STEM education has taken on high importance in Hong Kong K-12 education landscape. Despite policy advocacy and curriculum endeavour, the quality of STEM education varies significantly between schools. Research literature indicates that high-quality STEM education requires teachers’ rigorous delivery of topics and appropriate pedagogies, and one approach to improve such practices is teacher professional development (TPD). However, because current research on TPD has not given explicit consideration to the complex nature of STEM education, there remains a lack of a clear blueprint of how TPD should be conducted to build teachers’ capacity for STEM education effectively. This paper presents a case study that explores the necessary attributes and identifies the missing links of STEM education TPD by understanding how various TPD models supported a Hong Kong K-12 school embracing STEM education. Qualitative data collection methods, including semi-structured interviews and classroom observations, were employed to draw a picture of TPD implementations in the selected school. The findings suggest that, at the macro-level, effective STEM TPD should not stop at employing mixed use of TPD models; the models have to be integrated organically with respect to a school-based STEM curriculum implementation approach. A collaborative culture between teachers must be cultivated for effective inter-disciplinary integration. Collaborative action research should also be promoted to develop collective wisdom of STEM pedagogies. At the micro-level, TPACK and cross-disciplinary integration skills need to be focusing areas of STEM TPD. With these guiding principles, some possible strategies for effective STEM education TPD are suggested. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

• English

Book Chapters

• 9789811980398

• 10.1007/978-981-19-8040-4_1

https://bibliography.lib.eduhk.hk/bibs/d87e1b2d

2023-06-12