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An Authentic and Sustainable STEM Pre-Service Teacher Professional Development Model: Authentic Learning Experience and Preparing for Tomorrow's STEM Professionals
Abstract
Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and strengthening the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-dimensional STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to 1) provide K-12 students with authentic STEM learning experiences as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues; and 2) help K-12 students develop knowledge of STEM careers and professional, abilities to work in the STEM fields, and ways of working as STEM professionals as summarized by Rogers and Sun.
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