DeCoito, I. (2023). STEMifying teacher education: A Canadian context. In S. M. Al-Balushi, L. Martin-Hansen, & Y. Song (Eds.), Reforming science teacher education programs in the STEM era. Advance online publication. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-27334-6_3

Abstract:

“Teacher education should be instrumental in imparting best pedagogical strategies and providing opportunities for teachers to develop integrated STEM knowledge and skills. The lack of preparation is reflected in a lack of comfort by teachers in teaching the required STEM content. The author reports on her development of Canada’s first STEM teacher preparation program and discusses the STEM Specialty Focus and accompanying courses which highlight the nature and integration of the disciplines of STEM. Teacher candidates are provided with opportunities to deepen their understanding of STEM concepts and enhance STEM skills while developing STEM projects, digital video games, digital scientific timelines, interactive case studies focusing on contemporary socioscientific issues, and curriculum resource websites. Several affordances and challenges are outlined, including self-efficacy, explicit and meaningful integration of STEM disciplines, and a lack of a robust technological pedagogical content knowledge (TPACK). The latter has implication for digital literacies in teacher education, as spotlighted during the COVID-19 pandemic.”