Akademik Makaleler

A mentorship model for teacher education: Young STEM researchers and practitioners program

Anahtar Kelimeler: Ziyaretçi, Paydaş ve Uzman statüsünde tüm üyelerimize açıktır.

Yazarlar: Defne Yabas, Hayriye Sinem Bozoglu

The current research is about the impact of the young STEM researchers and practitioners program implemented within the STEM: Integrated teaching project. The aim of the program is to incorporate STEM integrated teaching knowledge in the teacher preparation period. In this phenomenological study, we explored five pre-school teachers’ program experiences and their STEM conceptions. Data were collected with semi-structured interviews, including questions about the impact and elements of the program and participants’ STEM conceptions. Content analysis showed that awareness for STEM education, development of integrated teaching knowledge, and program elements were the emergent themes about the program experience. Teacher candidates responded to the models that include real-world problems and engineering as contexts as most desirable when shown STEM education models to understand their STEM conceptions. The young STEM researchers and practitioners program can be evaluated as a developing model to be incorporated into teacher education programs. Further research can explore how pre-service teachers form their STEM conceptions and develop their integrated teaching knowledge.

Devam

Introducing STEM education: Implications for educating our teachers in the age of innovation

Anahtar Kelimeler: Ziyaretçi, Paydaş ve Uzman statüsünde tüm üyelerimize açıktır

Yazarlar: M. Sencer Corlu, Robert M. Capraro, & Mary M. Capraro

Reforms in education of Science, Technology, Engineering, and Mathematics (STEM) disciplines have been particularly critical for the economic competitiveness of Turkey. There has been some criticism of the reforms at the teacher education level, claiming that Turkish teachers were not prepared to address the needs of their profession. The authors of this article introduced the STEM education model, which was designed with a critical investigation of the previous research on curriculum integration, STEM education, teaching knowledge, and Turkish educational reforms. By focusing on the interaction of mathematics and science, the model emphasized the importance of integrated teaching knowledge to successfully transition from the departmentalized model of teaching to an integrated model that promotes innovation. Keywords: STEM education, integrated teaching knowledge, mathematically rigorous science education

Devam

Integrated teaching project: A sustainable approach to teacher education

Anahtar Kelimeler: Ziyaretçi, Paydaş ve Uzman statüsünde tüm üyelerimize açıktır.

Yazarlar: Gürsu Aşık, Zerrin Doğança Küçük, Başak Helvacı, M. Sencer Çorlu

In this paper, the authors discuss the conceptual and theoretical underpinnings of the Integrated Teaching Framework and the rationale behind its development as a road-map for teachers and teacher educators. It is further explored in the paper to what extent a sustainable teacher professional development project, which is grounded in this framework, displayed intellectual merit and broader impact. Outlines of the programs developed within this particular project are provided as evidences. Given short-term seminars or workshops in Turkey are generally accepted as the norm, revealing the details of long-term sustainable professional development programs is considered to be noteworthy for teachers, teacher educators, principal investigators of similar projects, and policy makers in Turkey and elsewhere.

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