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Integrated Professional Development for Mathematics Teachers: A Systematic Review

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Title: Integrated Professional Development for Mathematics Teachers: A Systematic Review
Language: English
Authors: Johari, Muhamad I. (ORCID 0000-0002-1739-8401), Rosli, Roslinda, Maat, Siti M., Mahmud, Muhammad S., Capraro, Mary M., Capraro, Robert M.
Source: Pegem Journal of Education and Instruction. 2022 12(4):226-234.
Availability: Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
Peer Reviewed: Y
Page Count: 9
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Faculty Development, Mathematics Teachers, STEM Education, Program Implementation, Interdisciplinary Approach, Teacher Workshops, Self Efficacy, Program Effectiveness, Foreign Countries
Geographic Terms: Malaysia
ISSN: 2146-0655
2148-239X
Abstract: An effective professional program can enhance the integrated knowledge and skills of Science, Technology, Engineering, and Mathematics (STEM) among mathematics teachers. Nevertheless, the strategies for STEM integration in teaching and learning taught in many professional programs have proven impractical for many teachers. Thus, a systematic literature review is presented to investigate the characteristics of successfully implemented professional programs for STEM education for mathematics teachers. Twenty research articles published from 2017 to 2021 were obtained from the Scopus and Web of Science databases. The results show that of six interdisciplinary concepts, the integration of mathematics and science content was the one most employed in professional programs. In addition, the workshop design type was found to be popular for STEM professional programs, and it impacted teachers' teaching practices in the classroom, student learning outcomes, and knowledge and skills. The results suggest that the self-efficacy of mathematics teachers and their commitment to the programs were significant factors contributing to the effectiveness of the programs. When planning STEM professional development programs, organizers need to think about the needs of teachers and students, the length of the programs, practical activities, STEM concepts, follow-up actions, and so on in order to meet the goals of these programs.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1365143
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Integrated Professional Development for Mathematics Teachers: A Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Johari%2C+Muhamad+I%2E%22">Johari, Muhamad I.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1739-8401">0000-0002-1739-8401</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rosli%2C+Roslinda%22">Rosli, Roslinda</searchLink><br /><searchLink fieldCode="AR" term="%22Maat%2C+Siti+M%2E%22">Maat, Siti M.</searchLink><br /><searchLink fieldCode="AR" term="%22Mahmud%2C+Muhammad+S%2E%22">Mahmud, Muhammad S.</searchLink><br /><searchLink fieldCode="AR" term="%22Capraro%2C+Mary+M%2E%22">Capraro, Mary M.</searchLink><br /><searchLink fieldCode="AR" term="%22Capraro%2C+Robert+M%2E%22">Capraro, Robert M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Pegem+Journal+of+Education+and+Instruction%22"><i>Pegem Journal of Education and Instruction</i></searchLink>. 2022 12(4):226-234.
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  Data: Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
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  Data: 9
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Workshops%22">Teacher Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink>
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  Data: 2146-0655<br />2148-239X
– Name: Abstract
  Label: Abstract
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  Data: An effective professional program can enhance the integrated knowledge and skills of Science, Technology, Engineering, and Mathematics (STEM) among mathematics teachers. Nevertheless, the strategies for STEM integration in teaching and learning taught in many professional programs have proven impractical for many teachers. Thus, a systematic literature review is presented to investigate the characteristics of successfully implemented professional programs for STEM education for mathematics teachers. Twenty research articles published from 2017 to 2021 were obtained from the Scopus and Web of Science databases. The results show that of six interdisciplinary concepts, the integration of mathematics and science content was the one most employed in professional programs. In addition, the workshop design type was found to be popular for STEM professional programs, and it impacted teachers' teaching practices in the classroom, student learning outcomes, and knowledge and skills. The results suggest that the self-efficacy of mathematics teachers and their commitment to the programs were significant factors contributing to the effectiveness of the programs. When planning STEM professional development programs, organizers need to think about the needs of teachers and students, the length of the programs, practical activities, STEM concepts, follow-up actions, and so on in order to meet the goals of these programs.
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        PageCount: 9
        StartPage: 226
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      – SubjectFull: Faculty Development
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      – SubjectFull: Mathematics Teachers
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      – SubjectFull: STEM Education
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      – SubjectFull: Teacher Workshops
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Malaysia
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      – TitleFull: Integrated Professional Development for Mathematics Teachers: A Systematic Review
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