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Innovative Professional Development Methods and Strategies for STEM Education

Book Description

Professional development of educators is an complex process through which teachers strive continuously for pedagogical improvement. In that sense, professional growth benefits learners and teachers while also promoting the quality of the schools, colleges, and academic departments where it takes place. Innovative Professional Development Methods and Strategies for STEM Education is an authoritative publication featuring the latest scholarly research on a wide range of professional advancement topics in STEM education with special emphasis on content, process, implementation, and impact, as well as on the implications for teachers, educators, and administrators. Highlighting comprehensive research across a broad scope of relevant issues including, but not limited to, teacher training, development models, and the implementation of leadership practices, this book is a seminal reference source for STEM professionals working in schools, colleges, and various science and mathematics departments at secondary and post-secondary institutions.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Preface
  6. Chapter 1: The Role of the Professional Doctorate in Developing Professional Practice in STEM Subjects
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. METHODOLOGY
    5. THE IMPACT OF PROFESSIONAL DOCTORATE STUDY ON STEM STUDENTS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  7. Chapter 2: Mentoring Girls in Science
    1. ABSTRACT:
    2. INTRODUCTION
    3. OVERVIEW OF THE RESEARCH CONTEXT
    4. METHODS USED DURING THE CAMP
    5. PERSPECTIVES FROM THE CAMP DIRECTOR AND IMPLICATIONS FOR CLASSROOM TEACHERS WORKING WITH SCIENCE MENTORS
    6. CONCLUSION
    7. REFERENCES
    8. APPENDIX
  8. Chapter 3: Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development
    1. ABSTRACT
    2. EXPLORING PRIMARY GRADES TEACHERS’ FIDELITY OF FORMATIVE ASSESSMENT PRACTICES DURING MATHEMATICS PROFESSIONAL DEVELOPMENT
    3. BACKGROUND
    4. METHOD
    5. FINDINGS
    6. DISCUSSION
    7. CONCLUSION
    8. REFERENCES
  9. Chapter 4: A Paradigm Shift for Teachers' Professional Development Structure in Turkey
    1. ABSTRACT
    2. INTRODUCTION
    3. CONCLUSION
    4. REFERENCES
  10. Chapter 5: Systematic Support for STEM Pre-Service Teachers
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THE AUTHENTIC AND SUSTAINABLE FOUR-PILLAR STEM PD MODEL
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  11. Chapter 6: The Role of Teacher Leadership for Promoting Professional Development Practices
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THEORETICAL FRAMEWORK
    5. CONTEXT, RESEARCH DESIGN, AND MODES OF INQUIRY
    6. RESULTS
    7. DISCUSSION
    8. FRAMEWORK FOR TEACHER-DIRECTED PROFESSIONAL DEVELOPMENT
    9. SOLUTIONS AND RECOMMENDATIONS:
    10. CONCLUSION
    11. REFERENCES
  12. Chapter 7: Teachers' Professional Development in the Digitized World
    1. ABSTRACT
    2. INTRODUCTION
    3. METHODOLOGY
    4. FINDINGS
    5. DISCUSSION
    6. REFERENCES
  13. Chapter 8: Introducing Educational Technology into the Higher Education Environment
    1. ABSTRACT
    2. INTRODUCTION
    3. TEACHING AND LEARNING WITH TECHNOLOGY AT A UNIVERSITY OF TECHNOLOGY
    4. PARTNERS@WORK: EMPOWERING EDUCATORS TO USE TECHNOLOGY IN EDUCATION
    5. A FRAMEWORK FOR PROFESSIONAL DEVELOPMENT IN THE FIELD OF EDUCATIONAL TECHNOLOGY
    6. CONCLUSION
    7. REFERENCES
  14. Chapter 9: Supporting the Enactment of Standards-based Mathematics Pedagogies
    1. ABSTRACT
    2. OVERVIEW
    3. EXAMPLES OF LEARNER-CENTERED PROFESSIONAL DEVELOPMENT IN ELEMENTARY SCHOOL MATHEMATICS
    4. IMPLICATIONS AND FUTURE DIRECTIONS
    5. CONCLUSION
    6. REFERENCES
  15. Chapter 10: Identifying the Target Needs of Non-Native Subject Teachers Related to the Use of English in Their Professional Settings
    1. ABSTRACT
    2. INTRODUCTION
    3. METHODOLOGY
    4. FINDINGS
    5. CONCLUSION AND IMPLICATIONS
    6. REFERENCES
    7. KEY TERMS AND DEFINITIONS
    8. APPENDIX 1
    9. APPENDIX 2
  16. Chapter 11: Impact of a Professional Development Programme on Trainee Teachers' Beliefs and Teaching Practices
    1. ABSTRACT
    2. INTRODUCTION
    3. ACTION RESEARCH
    4. MAIN FOCUS OF THE STUDY
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  17. Chapter 12: Prospective EFL Teachers' Perceptions of Using CALL in the Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND OF THE STUDY
    4. METHODOLOGY
    5. RESULTS
    6. DISCUSSION
    7. SOLUTIONS AND RECOMMENDATIONS
    8. FUTURE RESEARCH DIRECTIONS
    9. CONCLUSION
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
  18. Chapter 13: The Impact of Pre-service Teachers' Reflection on their Instructional Practices
    1. ABSTRACT
    2. INRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THIS CHAPTER
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  19. Chapter 14: Exploring Prospective EFL Teachers' Beliefs about Teachers and Teaching through Metaphor Analysis
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. METHODOLOGY
    5. DISCUSSION
    6. SOLUTIONS AND RECOMMENDATIONS
    7. LIMITATIONS AND DIRECTIONS FOR FUTURE RESEARCH
    8. CONCLUSION
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
  20. Related References
  21. Compilation of References
  22. About the Contributors