STEM-based professional development and policy: Key factors worth considering

Abstract

Abstract This chapter focuses on STEM-based professional development and policy and related implications for the science curriculum and cultural pedagogy, as factors worth considering for improving science education for all 612 public school students. It discusses STEM-based professional development in the context of research across different domains and uses evidence from research to highlight effective STEM-based professional development that now includes both teachers and principals. It shows how policy must become more supportive of STEM-based approaches in order to fully embrace evidence from research. This chapter discusses how going forward will require real-world changes in science learning driven by a curriculum that embeds cultural pedagogy more pervasively. Hence, this chapter encourages science teachers and science educators, education stakeholders, and policymakers to view STEM-based professional development, policy, curriculum, and cultural pedagogy as critical factors aimed at improving the performance of teachers and leaders, who, in turn, will be better positioned for improving the achievement of all students.