Select FILTERS to search by keywords or presenter. Please note: there may be a delay as system processes.
Exploring STEM teachers’ development of Technological Pedagogical Content Knowledge (TPCK) in the post COVID-19 era
Keywords
Professional development, TPCK, STEM teachers
Session Abstract
The purpose of the study is to how STEM teachers respond to the changes caused by the COVID-19 pandemic in teaching through developing Technological Pedagogical Content Knowledge (TPCK). A qualitative study will be conducted through in-depth interviews with STEM teachers in K-12 public schools in Arkansas.
Session Description
Due to the COVID-19 pandemic, social distancing and school closures have made science, technology, engineering, and mathematics (STEM) education experiencing difficulties in practice. Also, the COVID-19 pandemic has speeded up the digital transformation globally. Educators face unique contextual challenges to STEM teaching and technology integration due to the digital transformation in the post-COVID-19 era. The unplanned and unprecedented disruption to education changed many STEM teachers' work suddenly, and in many aspects, because experiential hands-on learning method is central in STEM.
The unexpected COVID-19-related interruptions to K-12 education, especially for STEM education, created a need to research and document the major shifts in teaching practices and teachers’ learning. Some of the new approaches to STEM education in K-12 during the COVID-19 crisis may influence the education policy of the future. Therefore, it is important to investigate the experience of STEM teachers’ professional development and understand how they overcome the challenges caused by the COVID-19 pandemic through the development of Technological Pedagogical Content Knowledge (TPCK). The study may inform the researcher, educational administrators, and policymakers of STEM educators' needs for professional development in the post-COVID-19 era.