Entrepreneurial-E-STEM Learning_5
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.
Keywords
Entrepreneurial-STEM learning; Targeted professional development TPD; E-STEM literacy principles; Pedagogical growth PG; Integrated disciplines; Integrated STEM education iSTEMed
| Fostering Teacher Pedagogical Growth through Entrepreneurial-STEM Literacy Development | File Size: 1 MB | View / Open |
This paper is the fifth in a series of research publications on Entrepreneurial-STEM (E-STEM) learning, focusing on enhancing teachers’ pedagogical growth through the development of E-STEM literacy. Building on previous studies—covering E-STEM exploration, model creation, implementation, and the development of an analytical rubric for assessment—this research introduces a targeted professional development (TPD) model. The model aims to equip teachers with the knowledge, confidence, and skills required to effectively integrate entrepreneurial principles within STEM education. Furthermore, the study highlights the importance of professional learning communities in fostering pedagogical innovation and preparing a workforce capable of addressing interdisciplinary challenges.
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