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Sun, Junmei; Ma, Hongliang; Zeng, Yu; Han, Dong; Jin, Yunbo – Education and Information Technologies, 2023
With the rapid development of artificial intelligence (AI), the demand for K-12 computer science (CS) education continues to grow. However, there has long been a lack of trained CS teachers. To promote the AI teaching competency of CS teachers, a professional development (PD) program based on the technological pedagogical content knowledge (TPACK)…
Descriptors: Artificial Intelligence, Elementary Secondary Education, Computer Science Education, Teacher Competencies
Philip Nahlik – ProQuest LLC, 2022
The Lead Teacher Program (LTP) is organized by Beyond Benign, an institution that promotes green chemistry principles and sustainability in education. LTP trains K-12 teachers to run workshops in their own communities across the US and Canada. This research project aimed to study the culture among K-12 science teachers in LTP and how they share…
Descriptors: Chemistry, Conservation (Environment), Science Instruction, Sustainability
Pamuk, Sonmez – Participatory Educational Research, 2022
The Turkish government made a significant decision in 2012 to transform its educational system and improve educational outcomes through technology. For this purpose, a consortium among different ministries initiated the "Movement of Enhancing Opportunities and Improving Technology" (FATIH) project with the aim of providing each K-12…
Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Handheld Devices
Mourlam, Daniel James; Chesnut, Steven Randall; Bleecker, Heather – Australasian Journal of Educational Technology, 2021
Preparing preservice teachers to teach effectively with digital technologies and media (DTM) is at the heart of initial teacher preparation as digital access continues to increase throughout society. The development of preservice teacher technological pedagogical content knowledge (TPACK) is important in order to create DTM-rich instruction. This…
Descriptors: Preservice Teachers, Preservice Teacher Education, Undergraduate Students, Elementary Secondary Education
Enhancing Pedagogical Content Knowledge for STEM Teaching of Teacher Candidates through Lesson Study
Lertdechapat, Kornkanok; Faikhamta, Chatree – International Journal for Lesson and Learning Studies, 2021
Purpose: This study explores how lesson study (LS) can enhance teacher candidates' ability to develop their pedagogical content knowledge (PCK) for teaching science, technology, engineering and mathematics (STEM). Design/methodology/approach: A multiple case study design was undertaken using the social-constructivist paradigm. The authors explored…
Descriptors: Communities of Practice, Teacher Collaboration, Pedagogical Content Knowledge, STEM Education
Dervent, Fatih; Devrilmez, Erhan; Ince, Mustafa Levent; Ward, Phillip – Physical Education and Sport Pedagogy, 2020
Background: Content knowledge is universally acknowledged as one of several knowledge bases that inform pedagogical content knowledge (PCK). Content knowledge has been both hypothesized and demonstrated to influence PCK in two ways. First, teachers must know the rules, safety, etiquette, technique, and tactics of a movement form to teach it. This…
Descriptors: Pedagogical Content Knowledge, Physical Education, Preservice Teacher Education, Preservice Teachers
Codding, Diane; Alkhateeb, Bataul; Mouza, Chrystalla; Pollock, Lori – Journal of Technology and Teacher Education, 2021
The field of computer science continues to lack diverse representation from women and racially minoritized individuals. One way to address the discrepancies in representation is through systematic changes in computer science education from a young age. Pedagogical and instructional changes are needed to promote meaningful and equitable learning…
Descriptors: Computer Science Education, Teacher Attitudes, Culturally Relevant Education, Computer Science
Barksdale, Sarah; Upadhyay, Bhaskar; Vernon, Matthew – International Journal of Technology in Education and Science, 2021
This qualitative case study seeks to document and understand the influence of technology integrated/supported professional development (PD) on preK-12 grade teachers in Nepal. The study focuses on the value of collaborative, university-school relationships to foster buy-in among teachers to integrate technology for increased student learning. We…
Descriptors: Educational Technology, Technology Uses in Education, Preschool Education, Elementary Secondary Education
Paulus, Michelle Toor; Villegas, Sonimar Garcia; Howze-Owens, Jennifer – Peabody Journal of Education, 2020
While technology is prevalent in American classrooms, meaningful technology integration remains an issue, indicating a lack of effective professional development. Unlike the typical workshop model, professional learning communities (PLCs) utilize teacher-centered approaches to professional development. Kolb's experiential learning theory,…
Descriptors: Communities of Practice, Professional Development, Technology Integration, Program Effectiveness
Crawford, Christina; Obenland, Carrie; Nichol, Carolyn – Journal of STEM Outreach, 2021
Pre-college engineering education has gained traction in U.S. schools over the past twenty years. This growth is evident with engineering emerging as a crosscutting discipline in the Next Generation Science Standards. However, the scarcity of professional development (PD) for K-12 teachers who want to teach engineering and the few PD opportunities…
Descriptors: Professional Development, Program Length, Program Effectiveness, Inservice Teacher Education
Strengthening the Research Base That Informs STEM Instructional Improvement Efforts: A Meta-Analysis
Lynch, Kathleen; Hill, Heather C.; Gonzalez, Kathryn E.; Pollard, Cynthia – Educational Evaluation and Policy Analysis, 2019
We present results from a meta-analysis of 95 experimental and quasi-experimental pre-K-12 science, technology, engineering, and mathematics (STEM) professional development and curriculum programs, seeking to understand what content, activities, and formats relate to stronger student outcomes. Across rigorously conducted studies, we found an…
Descriptors: STEM Education, Elementary Secondary Education, Faculty Development, Curriculum
Goodale, Timothy A. – Journal of Education for Sustainable Development, 2020
The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K-12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify…
Descriptors: Curriculum Implementation, Environmental Education, Marine Education, Oceanography
da Silva, Rui; Oliveira, Joana – FIRE: Forum for International Research in Education, 2020
This article focuses on the experience of a bilateral educational aid project concerning a continuing professional development (CPD) programme for teachers with specific reference to Guinea-Bissau. The authors were keen to understand how teachers and school principals perceived the impact of this CPD programme on the quality of teaching and…
Descriptors: Faculty Development, Educational Quality, Language Skills, Teacher Attitudes
Ko, Eunhye; Lim, Kyu Yun; Joo, Soo Hyoung; Resta, Paul E. – Journal of Technology and Teacher Education, 2021
The unforeseen school closures in response to COVID-19 have brought unique challenges to teachers, who were required to not only flexibly shift between on- and off-line learning but also safely promote student-centered and collaborative learning in socially distanced remote and on-campus classrooms. Teachers in South Korea, one of the first…
Descriptors: Foreign Countries, Blended Learning, Educational Technology, Technology Uses in Education
Jamie R. Shuda; Valerie G. Butler; Robert Vary; Noora F. Noushad; Steven A. Farber – Journal of STEM Outreach, 2019
BioEYES is a K-12 science outreach program that develops self-sustaining teachers as a replication strategy to address high demand for the program while promoting long-term school partnerships. This paper explores the practices of "model teachers" from multiple grades, who are empowered over a three-year period to deliver BioEYES'…
Descriptors: Elementary Secondary Education, Science Education, Outreach Programs, Science Teachers