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Teacher Professional Development in STEM Education: An Integrated Approach with Real-World Scenarios in Portugal

Author

Listed:
  • Maria Cristina Costa

    (Department of Mathematics and Physics, Instituto Politécnico de Tomar, Estrada da Serra, 2300-313 Tomar, Portugal
    Smart Cities Research Center (Ci2), AcademiaCAP, Instituto Politécnico de Tomar, Campus de Tomar, 2300-313 Tomar, Portugal
    CICS.NOVA—Interdisciplinary Centre of Social Sciences, Universidade NOVA de Lisboa, 1099-085 Lisbon, Portugal)

  • António Manuel Dias Domingos

    (CICS.NOVA—Interdisciplinary Centre of Social Sciences, Universidade NOVA de Lisboa, 1099-085 Lisbon, Portugal
    Department of Social Sciences, NOVA School of Science and Technology, Universidade NOVA de Lisboa, 1099-085 Lisbon, Portugal)

  • Vítor Duarte Teodoro

    (CICS.NOVA—Interdisciplinary Centre of Social Sciences, Universidade NOVA de Lisboa, 1099-085 Lisbon, Portugal
    Department of Social Sciences, NOVA School of Science and Technology, Universidade NOVA de Lisboa, 1099-085 Lisbon, Portugal
    CeiED, Institute of Education, Lusófona University, 1749-024 Lisboa, Portugal)

  • Élia Maria Rodrigues Guedes Vinhas

    (Agrupamento de Escolas de Pombal, 3100-484 Pombal, Portugal)

Abstract

The implementation of an integrated approach of STEM education with real-life scenarios is crucial to motivate students to learn and to better prepare them for real-world challenges, which is a big challenge for teachers. Therefore, there are implications for teaching practice and consequently the need for professional development. This paper presents an integrated approach of STEM education developed in the context of a collaborative professional development programme implemented in an exclusive online context, provoked by the COVID-19 pandemic. The programme aimed at providing teachers with knowledge and skills to develop STEM integrated tasks to be implemented in class. This study used a quantitative–qualitative approach to answer the research questions, using mixed methods to collect data. Participants are primary school teachers who participated in the programme during four months in the school year 2020/2021. Based on data collected from questionnaires, participant observation and teachers’ final reports, it was verified that teachers recognized the importance of obtaining training in STEM education and that this type of professional development was very relevant and improved their knowledge and skills to implement STEM hands-on practices in class. In addition, a case study of a science and mathematics 6th grade teacher is presented to illustrate how she implement integrated STEM tasks in class based on a real-world scenario such as the COVID-19 pandemic. Finally, teachers recognized the importance of this approach and that it increases students’ motivation to learn.

Suggested Citation

  • Maria Cristina Costa & António Manuel Dias Domingos & Vítor Duarte Teodoro & Élia Maria Rodrigues Guedes Vinhas, 2022. "Teacher Professional Development in STEM Education: An Integrated Approach with Real-World Scenarios in Portugal," Mathematics, MDPI, vol. 10(21), pages 1-21, October.
    • Handle: RePEc:gam:jmathe:v:10:y:2022:i:21:p:3944-:d:951564
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    Cited by:

    1. Maria Cristina Costa & Carlos A. F. Ferreira & Henrique J. O. Pinho, 2023. "Physics of Sound to Raise Awareness for Sustainable Development Goals in the Context of STEM Hands-On Activities," Sustainability, MDPI, vol. 15(4), pages 1-24, February.

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