Fostering Teacher Pedagogical Growth through Entrepreneurial-STEM Literacy Development

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Research in Science Education Pub Date : 2024-08-22 DOI:10.1007/s11165-024-10190-5

Marwa Eltanahy, Nasser Mansour

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Abstract

This study centers on designing a targeted professional development (TPD) model to enrich the Entrepreneurial-STEM (E-STEM) literacy of teachers within an integrative conceptual framework. The study is threefold in its purpose: firstly, to investigate the impact of a targeted E-STEM PD on teachers’ pedagogical growth (PG), emphasizing familiarity, interest, and confidence in E-STEM literacy principles; secondly, to assess teachers’ satisfaction with the TPD content and its delivery format; and thirdly, to explore their perceptions regarding the efficacy of this TPD in empowering them to implement E-STEM learning. A mixed-methods approach was employed through a quasi-experiment involving a single group of 220 teachers from different Communities of Practice (CoPs) across various educational stages. Results revealed a significant positive impact on enhancing the pedagogical principles of E-STEM literacy among teachers, indicating substantial improvements in their three PG components. Participants expressed high satisfaction with the E-SETM TPD content and various delivery formats, underscoring its effectiveness in meeting their needs. This research highlights the strategic importance of teacher professional learning in E-STEM, emphasizing its role in fostering innovation, research, and a skilled workforce.

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通过培养创业-STEM 素养促进教师的教学成长

本研究的核心是设计一种有针对性的专业发展（TPD）模式，在综合概念框架内丰富教师的创业-STEM（E-STEM）素养。这项研究有三个目的：首先，调查有针对性的 E-STEM 专业发展对教师教学成长（PG）的影响，强调对 E-STEM 素养原则的熟悉程度、兴趣和信心；其次，评估教师对专业发展内容及其实施形式的满意度；第三，探讨教师对专业发展在增强他们实施 E-STEM 学习的能力方面的效果的看法。研究采用了一种混合方法，通过一个准实验，让来自不同教育阶段的不同实践社区（CoPs）的 220 名教师参与其中。结果表明，这对提高教师的 E-STEM 素养教学原则产生了重大的积极影响，表明他们的三个 PG 要素有了实质性的改进。参加者对 E-SETM 教师培训课程的内容和各种授课形式表示高度满意，这表明该课程能有效满足他们的需求。这项研究突出了教师专业学习在 E-STEM 中的战略重要性，强调了其在促进创新、研究和技能型劳动力方面的作用。

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.