Waikato Journal of Education

Journal website: http://wje.org.nz

ISSN 2382-0373

Published by the Wilf Malcolm Institute of Educational Research

Volume 28, Issue 1, 2023

STEM teacher professional development in pre-service teacher education: A literature review
Ahmad Suryadi, Endang Purwaningsih, Lia Yuliati and Supriyono Koes-Handayanto
Editor: Kerry Earl Rinehart

Cite this article: Suryadi, A., Purwaningsih, E., Yuliati, L., & Koes-Handayanto, S. (2023). STEM teacher professional
development in pre-service teacher education: A literature review. Waikato Journal of Education, 28(1), 7–26.
https://doi.org/10.15663/wje.v28i1.1063

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 Waikato Journal of Education
Te Hautaka Mātauranga o Waikato

Volume 28, Issue 1, 2023

STEM teacher professional development in pre-service teacher

education: A literature review
Ahmad Suryadi1,2, Endang Purwaningsih1, Lia Yuliati1 and Supriyono Koes-Handayanto1
Universitas Negeri Malang1, Universitas Islam Negeri Syarif Hidayatullah Jakarta2
Indonesia

Abstract
Science, technology, engineering, and mathematics (STEM) education has recently been gaining
popularity in a number of countries. This seems to have ramifications for increasing the intensity with
which professional development programmes are implemented at both in-service and pre-service
teacher levels. The present study provides a systematic literature review on scientific articles published
between 2015 and 2021, examining how STEM teacher professional development programmes (STEM-
TPD) led in the pre-service teacher corpus. Following a screening process, 66 studies were found to be
eligible and in compliance with the review criteria. The review's findings indicate a positive trend in
STEM-TPD scientific articles, with an increase in publications from year to year in many countries. The
majority of studies were conducted in the United States and Turkey using various research methods.
The STEM-TPD programme is carried out in three areas, namely, included in existing courses,
conducted outside of lectures, and carried out on newly developed courses. We also ultimately discuss
the seven most frequently used elements of STEM-TPD and the types of participant collaboration.

Keywords
STEM education; professional development; pre-service teacher

Introduction
Science, technology, engineering, and mathematics (STEM) education has received a lot of attention in
the realm of education as a transformational paradigm. STEM education—also known as STEM
integration or integrated STEM (Martín-Páez et al., 2019)—has been introduced in many countries
lately. According to the National Research Council (U.S.) (2011, 2012), the United States is a pioneer
in the field and has integrated science and engineering throughout its curriculum. STEM education's rise
to prominence in the United States has been closely followed by other countries, such as Australia (Zhou
et al., 2020), England (Skilling, 2020), Egypt (El Nagdi & Roehrig, 2020), Malaysia (Markus et al.,
2021), South Korea (Kang, 2019), Thailand (Lin et al., 2020), and several other countries.

Wilf Malcolm Institute of Educational Research, Te Kura Toi Tangata Division of Education, University of Waikato,
Hamilton, New Zealand
ISSN: 2382-0373
Contact details: Endang Purwaningsih [email protected]
(pp. 7–26)
8 Ahmad Suryadi, Endang Purwaningsih, Lia Yuliati and Supriyono Koes-Handayanto
The literary use of STEM is vastly different. Scientific discipline, interdisciplinary,
multidisciplinary, and transdisciplinary are some of the terms used to describe it (Holbrook et al., 2020).
In order to be more specific, integrating the STEM subjects, problem-based learning, inquiry-based
learning, design-based learning, and cooperative learning are the guiding principles of STEM integration
(Thibaut et al., 2018). STEM education, according to Sanders (2009), can only be defined as such if it
encompasses at least two different fields of study. This definition of STEM was used in the writing of
this review.
STEM education is seen as a way to help students develop their skills and prepare them for the
workforce in the era of the Fourth Industrial Revolution. The ability to make decisions (Ortiz-Revilla et
al., 2020), to think critically and creatively (Bybee, 2010; Kelley & Knowles, 2016; Sumarni, 2020) and
to solve problems (Purwaningsih, et al., 2020) have all been proven in studies enhanced by STEM
education. Although the effectiveness of STEM learning has been widely proven, the implementation
of STEM education is not easy.
STEM implementation is highly dependent on the professionalism of teachers in schools. Several
attempts have been made to develop teacher professionalism in the field of STEM education. Some of
them were conducted through workshops/training related to STEM (Affouneh et al., 2020; Bergsten &
Frejd, 2019; Gardner et al., 2019) as well as collaboration between teachers and STEM practitioners
(Aslam et al., 2018; Yesilyurt et al., 2021). Many studies have shown that the STEM Teacher
Professional Development (STEM-TPD) programme could improve teachers' capabilities, such as
teachers' conceptions of STEM (Cavlazoglu & Stuessy, 2017; Suebsing & Nuangchalerm, 2021), STEM
pedagogy (Aldahmash et al., 2019), technological pedagogical and content knowledge (Chaipidech et
al., 2021), and attitude or motivation towards STEM education (Al Salami et al., 2017; Evans et al.,
2019).
STEM-TPD programmes have been carried out not only at the in-service teacher level but also at
the pre-service teacher level. For in-service teachers, Affouneh et al. (2020) did a qualitative
investigation to determine how teachers see STEM learning. A total of 35 teachers participated in a two-
day course on STEM learning for professional development. Using interview data-gathering techniques
and focus group discussions, they discovered that the professional development of STEM teachers was
influenced by a series of elements, including personality traits and internal factors, such as attitudes and
views regarding STEM. Furthermore, Yesilyurt et al. (2021) conducted a study on 84 primary school
teachers to investigate how engineering education can enhance the self-efficacy of future teachers. They
discovered that participants' self-efficacy increased after receiving engineering instruction as an
intervention. Two examples of this research showed that the programme positively impacts teacher
professionalism.
Several studies related to STEM-TPD have also been carried out to develop the professionalism of
pre-service teachers. For example, Aydin-Gunbatar et al. (2020) conducted professional development
activities for 13 pre-service chemistry teachers in Turkey. Students learn STEM concepts and design
STEM instruction. The programme that was carried out indicated that the pedagogical content
knowledge of pre-service teachers could develop over time and the support provided. Another study
was conducted by Navy and Kaya (2020) on 47 pre-service elementary teachers regarding PBL and
integrated STEM. They conducted the programme for 15 weeks with 45 hours in class and 15 hours of
fieldwork in elementary classrooms. The study results showed that pre-service teachers perceived that
integrated STEM could help students relate real-life problems to classroom learning.
With the growth of STEM-TPD literature, a comprehensive review of existing findings becomes
pivotal. Regarding participants in the STEM-TPD study, the review studies conducted can be grouped
into two, namely participants who are in-service teachers and participants who consist of in-service and
pre-service teachers. First, Margot and Kettler (2019) reviewed 25 articles with year coverage between
2000 and 2016 with in-service teacher participants. There are 17 findings in this review that can serve
as a guide in conducting professional development in STEM education. This study also showed that
 STEM teacher professional development in pre-service teacher education 9
teachers believe well-organised and frequently available professional learning opportunities will
facilitate successful STEM initiatives. The studies reviewed included participants from the in-service
teacher cluster. Lo (2021) conducted a systematic review with year coverage from January 2015 to June
2020 to obtain 48 empirical studies that match his set criteria. The important result shown in this review
is that the most frequently reported professional development programmes include subject knowledge,
pedagogical content knowledge, and the quality of teachers' STEM learning designs. Finally, Mesutoglu
& Baran (2021) conducted a review involving 29 articles. The review was carried out to synthesise
professional development studies related to the integration of engineering in K-12 education. They
found that all studies used the face-to-face workflow approach to increase teacher capacity in three
domains: integrating engineering concepts and practices, understanding and knowledge of engineering,
and improving positive beliefs and attitudes.
Several STEM-TPD review studies were also carried out involving articles whose participants were
not limited to in-service teachers but also pre-service teachers. First, Denton and Borrego (2021)
conducted a scoping review to explore how funds of knowledge are used in STEM education. As a
result, they found that most of the studies were conducted qualitatively in and after the classroom. In
addition, this study shows that most studies focus on improving teaching, curriculum, or the relationship
between the community and schools. This study does not fully focus on integrated STEM but involves
individual STEM studies. Chai (2019) conducted a systematic review with databases from Scopus and
World of Science. After reviewing 20 articles, he found that STEM-TPD was widely practised in the
United States, focusing on in-service teachers. He also demonstrated in their review that STEM-TPD
positively impacts teachers' pedagogical and content knowledge. Furthermore, Johari et al. (2022)
reviewed articles published from 2017 to 2021 on the Scopus and World of Science databases. Based
on the 20 reviewed articles, it was found that self-efficacy and commitment are factors that significantly
determine the success of TPD. Although the review was conducted in the integrated STEM domain,
participants in the reviewed study were only math teachers. Finally, Huang et al. (2022) also recently
reviewed 76 studies. Participants involved in the reviewed studies were in-service and pre-service
teachers. The most frequently reported approaches were related to three key themes: earning by design,
scaffolding authentic experiences, and collaborating with peers. The STEM referred to in this study is
diverse, ranging from individual to integrated STEM.
Although many studies have found beneficial results from STEM-TPD, a systematic review of the
literature on professional development for pre-service teachers is rarely made available. Pre-service
teachers have different characteristics from in-service teachers. For example, access to implementing
classroom learning for pre-service teachers tends to be limited (Radloff & Guzey, 2017). In addition, in
the initial phase, pre-service teachers sometimes have limited content knowledge (Purwaningsih et al.,
2018) and the skills to apply reformative learning approaches (Mardiani et al., 2023). Thus, this study
is expected to shed light on the current trends in STEM-TPD for pre-service teachers and identify best
practices for pre-service teacher programmes.

Research questions
1. What are the publication year, countries, and research methods of selected STEM-TPD studies?
2. How does STEM-TPD fit into pre-service teacher education?
3. How do pre-service teachers collaborate in STEM-TPD?
4. What essential elements are employed in STEM-TPD for pre-service teachers?

Method
This research was a systematic literature review exploring the professional development activities of
teacher candidates in the field of STEM education. Systematic literature review is a study conducted
10 Ahmad Suryadi, Endang Purwaningsih, Lia Yuliati and Supriyono Koes-Handayanto
to synthesise research results comprehensively (Krille, 2020; Littell et al., 2008). With a systemic
review, researchers could answer research questions, such as comparisons of interventions, diagnostic
tests, and prognostic factors, to qualitative questions (Purssell & McCrae, 2020).

Literature search and selection

Google Scholar and Eric were used as databases because these databases are well established and are
most recognised in the field of social sciences. To filter the grey literature, we use articles from Scopus
and WoS indexed journals as eligibility criteria. Literature search is carried out using Boolean logic to
capture more articles with the following keywords: ("professional development" OR "professional
learning" OR "teacher education" OR "teacher training") AND "STEM education" AND integrat* AND
("pre service" OR "student teacher" OR "prospective teacher"). To accommodate most of the frequent
expressions of integrated STEM education, an asterisk was utilised as a keyword (e.g., integrated STEM
or STEM integration).
The search was carried out between January and February 2022. On the Google Scholar database,
we collect articles using the Publish or Perish software (https://harzing.com/). Figure 1 shows the
searching and screening process in this review.

Figure 1. Diagram of the screening process.

 STEM teacher professional development in pre-service teacher education 11
Figure 1 shows the Preferred Reporting Items for Systematic Review and Meta-Analysis
(PRISMA) flowchart used in searching and refining articles. Based on the keywords used, there were
1,123 articles from Google Scholar (n=985) and Eric (n=138) searches with a 2015–2021 publication
year limitation. Before doing a full reading, two researchers screened the title and abstract of the article.
In cases in which the relevance of the study could not be inferred from the title or abstract, the researcher
reviewed the full text to determine its feasibility. The following inclusion criteria were used:
1. Research article
2. Written in English
3. Year of publication (2015–2021)
4. Journal indexed by Scopus or WOS
5. STEM integration (at least two disciplines integration)
6. Participants are pre-service teacher
7. Include a programme description or learning environment

Quality assessment

To increase the trustworthiness of this study, screening phase 2 was carried out by two independent
raters where a percentage agreement of 88.45% was obtained with a kappa coefficient value of 0.75
which was in the substantial category according to Belur et al. (2018). Disagreements between raters
were discussed until a joint decision was reached.

Data analysis

Articles were thoroughly read one by one, then some general information was tabulated, such as
publication year, where the study took place, methodology used, participants' backgrounds, etc.
Furthermore, coding was carried out to answer the research questions pertaining to the position of
STEM-TPD at the level of pre-service teacher education and related to the essential elements used in
implementing/developing the STEM-TPD course.

Results

General characteristics of qualifying studies

There are currently 66 studies in our review study published between 2015 and 2021 in international
publications indexed by Scopus or WOS. Figure 2 depicts the development of STEM-related
professional development publications at the university level during the last seven years.

30 24
Number of Publications

25
20 16
15
10 7 6
5 5
3
5
0
2014 2015 2016 2017 2018 2019 2020 2021 2022
Year of Publication

Figure 2. Distribution of STEM-TPD publications in pre-service teacher education (2015–2021).

12 Ahmad Suryadi, Endang Purwaningsih, Lia Yuliati and Supriyono Koes-Handayanto
As depicted in Figure 2, STEM-TPD activities at universities have increased year over year. In
2020 and 2021, there were significant rises. There was a two-and-a-half-fold rise from 2019 to 2020. A
similar increase was seen in 2021. As evidenced by Figure 2, STEM-TPD has got a lot of attention
recently. Research on STEM-TPD in pre-service teacher contexts is rapidly progressing, as shown by
the trend line (see blue line in Fig. 2).
To obtain a comprehensive picture regarding the distribution of professional development
programmes for pre-service teachers, we made a description of the country and the number of articles
as shown in Table 1.

Table 1. Distribution of article publication is STEM-TPD from 2015–2021

Number of Number of
No. Country No. Country
articles articles
1 United States 21 10 Kazakhstan 1

2 Turkey 21 11 Cyprus 1

3 Spain 3 12 Sweden 1

4 Korea 3 13 Kosovo 1

5 China 2 14 Canada 1

6 Taiwan 2 15 Indonesia 1

7 Israel 2 16 Portugal 1

8 Australia 2 17 Thailand 1

9 United Kingdom 2 18 Malaysia 1

Table 1 shows the distribution of professional development programmes in various countries. This
study explains that STEM-TPD is starting to be widely practised both in America and Europe.
Professional development activities are concentrated in the United States and Turkey. Meanwhile, in
Asian countries, the number of STEM-TPD publications at the level of pre-service teachers is still
relatively limited. An overview of the methods used in the studies reviewed is presented in Figure 3.

40 35
Number of Publications

35
30
25
20 16
15 11
10
4
5
0
Quantitative Qualitative Mixed-Method Design Based
Research

Figure 3. Distribution of articles based on research methods.

 STEM teacher professional development in pre-service teacher education 13
Figure 3 shows that there are a wide variety of approaches for conducting research. Most studies
on STEM-TPD at the university level used qualitative approaches (n=35) for their research. At the same
time, the number of mixed-method studies (n=16) and quantitative studies (n=11) is nearly the same.
There are only a handful of design-based studies out there.

Position of STEM-TPD in pre-service teacher education

In general, the professional development programmes for aspiring teachers in STEM education are
offered in a wide range of formats. STEM professional development for teacher candidates is portrayed
in Figure 4.
new courses
carried out as an developed
outreach program 11%
17%

taught in existing
courses
72%

Figure 4. Position of STEM professionalism development at university level.

According to Figure 4, 72 percent of all studies are conducted in already-existing courses (48 out
of the total 72 studies). The most commonly used courses are the Teaching Methods (n=13) (e.g. Buber
& Unal Coban, 2020; Capobianco et al., 2021; Coppola, 2019; Navy & Kaya, 2020) and Educational
Technology (n=12) (e.g. Anagün et al., 2020; Hanson et al., 2021; Kilty & Burrows, 2021; Moon et al.,
2021). In addition to these two courses, several other courses are used, such as seminar courses (Bergsten
& Frejd, 2019), laboratory courses (Ercan et al., 2016; Sari et al., 2020; Tezer et al., 2021), sound, waves,
and communication systems (Awad & Barak, 2018), earth and space science (Van Eck et al., 2015), and
mathematics course (Özçakır Sümen & Çalışıcı, 2021). This is being done in order to continue to prepare
STEM teachers despite the lack of an existing curriculum.
Outside of the university curriculum, a number of professional development activities were also
carried out (n=12 or 17 percent). The programme is implemented in two ways: either in collaboration
with schools (e.g., Fernández-Martín et al., 2020; Küçük Demir, 2021) or on its own without partnering
with schools (e.g., Dubek & Doyle-Jones, 2021; Estapa & Tank, 2017).
Although the number is still small, there are approximately 11% (n = 7) of studies that carry out
professional development in special STEM learning courses. In this category, there is one programme
that is reported in three different articles, namely the elective course developed by Aydin-Gunbatar et
al. (2018). Furthermore, Altan et al. (2018) and Macalalag et al. (2020) focus on establishing STEM
curricula that use socio scientific issues (SSI). Other courses were also developed by Pimthong and
Williams (2021); Ryu et al. (2019); and Schmidt and Fulton (2016). Most of these courses are offered
as electives.

Pre-service teacher collaboration in STEM-TPD

We also investigated the educational backgrounds of those who participated in the STEM-TPD study.
The purpose of this part is to determine whether pre-service teachers collaborate across disciplines or
departments. As a result, the maximum number of participants involved only came from two different
majors. Most of the studies were conducted with participants who came from the same major. There are
14 Ahmad Suryadi, Endang Purwaningsih, Lia Yuliati and Supriyono Koes-Handayanto
only four studies that prepare pre-service teachers to collaborate with other students with different
majors.
Akaygun and Aslan-Tutak (2016) conducted a study on student mathematics and chemistry teacher
candidates (N=38) with a focus on examining the STEM conception of chemistry and mathematics
teacher candidates who have participated in a STEM professional development activity. The study was
conducted at one of the universities in Istanbul, Turkey with the teaching method course. By examining
posters made by pre-service teachers, they found that after participating in the activity, participants'
conceptions of STEM became more detailed and more integrative.
During the 2017–2018 academic year, Berisha and Vula (2021) also held workshops for 22 aspiring
mathematics teachers and 18 aspiring chemists. A qualitative content analysis study indicated that the
workshops had a favourable impact on the STEM conceptualisation of future teachers. There are three
key components to the PD activities: (1) collaboration between university professors to teach and
integrate STEM in higher education, (2) a unique partnership between pre-service mathematics and
chemistry teachers, and (3) professional development that is specialised and integrated into the study
programme.
Lewis et al. (2021) conducted a study that included individuals from a variety of fields. Engineering
students partnered up with 10 teaching applicants. Teachers-to-be will benefit from this pairing since it
allows them to practise teaching science in an engineering setting. There was a considerable rise in the
belief in topic understanding and teaching self-efficacy. The data suggested that the project's paired
components were responsible for these results. They went on to say that future teachers can get a head
start on their preparation by participating in collaborative projects as children.
Tank et al. (2020) conducted a study to determine how elementary school teachers implement
engineering design-based learning and to determine whether or not there are any similarities or
differences between the characteristics of engineering design and design when teachers implement
learning. Classroom teachers, pre-service elementary teachers, and engineering graduate students are all
involved. Many pre-service teachers included components of engineering design in their lesson plans,
including context, restrictions, the exploration of materials and buildings, and the testing of solutions in
their lesson plans using a qualitative approach to the study. But there are a few components that have a
greater impact than others.
Summing up, the findings in these four studies show that collaboration between pre-service
teachers from different disciplines has a positive impact on the competence and professionalism of
teacher candidates. Increased understanding of STEM, the ability to design lesson plans, and skills in
implementing STEM occur through collaborative activities carried out.

Essential elements of STEM-TPD in pre-service teacher education

When it comes to helping students become more proficient in STEM fields, there are a number of
strategies that can be employed. Figure 5 shows the distribution of essential TPD elements.
 STEM teacher professional development in pre-service teacher education 15

Real-School Teaching 15
Microteaching 8
Presenting STEM learning designs 26
Designing a STEM learning design 36
Discuss/Criticize existing STEM learning designs 10
Learn Theoretical Foundation about STEM… 30
Doing STEM activities as a student 46

0 5 10 15 20 25 30 35 40 45 50
Frequency

Figure 5. Instructional activities in the 66 TPD Programme (*Totals are greater than 66
because most TPD programmes provided multiple instructional activities).

Figure 5 shows the wide range of activities used to improve pre-service teacher professionalism in
STEM education. Most of the learning activities carried out by pre-service teachers are by positioning
them as students. In this activity, student teacher candidates are given STEM challenges like students.
Furthermore, most studies have only reached the instructional design stage (e.g., Geiger et al., 2018;
Vasconcelos & Kim, 2020). Student teacher candidates, however, are only asked to design and discuss
the learning designs that have been made. Several studies have provided pre-service teachers up to the
micro teaching (e.g., Alan et al., 2019; Çiftçi et al., 2020) or directly at the practice stage in schools
(e.g., Capobianco et al., 2021; Coppola, 2019). We found that there was only one study whose
professional development programme involved the seven elements (Lewis et al., 2021).

Discussion

What are the research trends for the professional development of teacher candidates in the
field of STEM Education?

Empowering STEM teaching staff is one of the principles in supporting the success of STEM education
(Murphy, 2022). Therefore, in many places, the preparation of teachers to teach STEM in schools is
starting to be done a lot. This review shows a positive trend regarding STEM-TPD studies at the level
of student teacher candidates. In recent years, publications related to the professional development of
STEM teacher candidates have increased quite dramatically, although the number is still relatively
small. In other words, it shows that this topic is getting more attention among educational researchers
globally.
This study shows that STEM-TPD has been carried out in various countries around the world.
America and Turkey are countries where STEM-TPD at the level of student teacher candidates is widely
practised. These results are similar to Chai’s (2019) findings that most STEM-TPD are found in
America. There are many factors that can explain this. Some of them are policy factors. The Next
Generation Science Standard (NGSS) curriculum explicitly raises the integration of science and
engineering in the K-12 curriculum (National Research Council (U.S.), 2012). Clearly, there will be a
lot of professional development for pre-service STEM teachers. For example, Capobianco et al. (2021)
carried out professional development for 45 elementary pre-service teachers at Midwestern by providing
provisions related to what engineering was to practise in classroom learning. They also emphasised that
it is important in teacher preparation programmes to provide experience related to engineering design
and its application in the classroom. This is also in line with the findings of Estapa and Tank (2017) in
16 Ahmad Suryadi, Endang Purwaningsih, Lia Yuliati and Supriyono Koes-Handayanto
the Midwest suggesting that engineering design can help pre-service teachers find connections in STEM
content.
Since 2017, there has been an upsurge in STEM-related publications in Turkey (Poyraz &
Kumtepe, 2019). According to a 2016 report, The Turkish Ministry of Education has prioritised the
implementation of STEM education at the primary, junior secondary, and senior secondary levels (Çiftçi
et al., 2020). Therefore, several professional development initiatives have begun to be implemented,
even at the level of pre-service teachers. Aydin-Gunbatar et al. (2018) pioneered this activity, which
focuses on fostering STEM professionalism among chemistry education students. LESMR, which is an
abbreviation for Learn, Experience, Study with Mentors, and Reflection, is one of the learning models
developed to improve the professionalism of future STEM education teachers (Aydin-Gunbatar et al.,
2020).
Professional development initiatives for aspiring STEM teachers are carried out not only in these
two countries. However, it has been implemented in numerous European and Asian nations. For
instance, the study undertaken by Lewis et al. (2021) in the United Kingdom by pairing engineering
students with pre-service teachers improved both subject and pedagogical comprehension. In Taiwan,
Kuo et al. (2019) are implementing interdisciplinary project-based learning (IPBL) to boost student
STEM interest and creativity.
Moreover, in terms of research methodologies, this systematic review reveals that qualitative
studies are utilised the most, followed by mixed-method and quantitative studies. In contrast, design-
based studies are the least utilised technique. High levels of interest in STEM-TPD are demonstrated by
the huge number of research methods employed concurrently. This difference is consistent with the
variety of techniques found in Margot and Kettler (2019). In contrast to the literature examined by
Denton and Borrego (2021) about the use of funds of knowledge by teachers in STEM education,
qualitative studies predominate over other research methods. This might be related to the interpretive
and organic nature of qualitative investigations that the gathered material can provide a precise depiction
of the professional development programme undertaken by pre-service teachers. Moreover, the lack of
development of courses designed to provide pre-service teachers with the skills to teach STEM subjects
might be attributed to a variety of causes. A possible element is the curriculum. Future consideration
may be given to revise the higher education curriculum to include STEM education courses as part of
the preparation of pre-service teachers.

Where do we find pre-service teacher STEM-TPD implementation?

There are numerous ways to position the implementation of STEM-TPD for pre-service teachers. There
are three positions of STEM-TPD at the university level: implementation of STEM-TPD inside of the
current courses, implementation of STEM outside of the lectures, and implementation of STEM-TPD
within newly offered courses.

STEM-TPD incorporated in existing course.

This systematic review shows that the majority of STEM-TPD implementations are carried out on
existing courses. In other words, this review shows that STEM-TPD is flexible to implement.
Teaching methods and educational technology are the most frequently used courses to implement
STEM-TPD. The teaching method course is indeed suitable to be used because usually in this course,
students will study learning theory and its practical application. This, of course, will have implications
for the competence of pre-service teachers, such as understanding (Hanson et al., 2021), self-efficacy
(Seung et al., 2019; Yurekli et al., 2020), belief (Yılmaz & Malone, 2020), and pedagogical content
knowledge (Faikhamta & Clarke, 2013).
 STEM teacher professional development in pre-service teacher education 17
In addition to teaching methods, educational technology is also often used as a course to conduct
STEM-TPD. STEM education involves at least two disciplines, where at least one of them is
technology or engineering (Sanders, 2012). This is the logical reason why educational technology
courses are ideal for STEM-TPD. In this course, students can complete STEM challenges or create
technology designs enabling them to solve community problems. Nevertheless, it does not stop there.
Student teacher candidates are also directed to use technology as a learning tool (Kilty & Burrows,
2021). In fact, there are studies applying this learning technology course to the stage where pre-service
teachers apply the technology they have created in schools (Kilty & Burrows, 2021).

Implementation of STEM-TPD outside of lectures.

In addition to lectures, STEM-TPD is also done through other activities. Many of these activities are
carried out by universities and schools having to work together. Cooperation between universities and
schools can be good for both pre-service teachers and students at the school (Fernández-Martín et al.,
2020). This is also in line with what Murphy (2022) found, suggesting that one of the benefits of STEM
education is that people in the STEM community work together more. When universities and schools
collaborate, the lack of role models, which is usually a problem in STEM education, can be coped with
(Ryu et al., 2019). Furthermore, engineering, as an important part of STEM education, also needs
attention. Collaboration between pre-service education and schools needs to be complemented by the
involvement of engineers (Estapa & Tank, 2017). Tank et al. (2020) also did this study with three parts:
pre-service teachers, graduate engineering students, and teachers. On top of that, an interesting study
was done in which the teachers were treated as co-teachers from the planning stage to the actual teaching
(Dubek & Doyle-Jones, 2021). As a result, they revealed that the co-teaching activities helped future
teachers learn more about STEM and PCK.

Development of STEM-TPD course.

Several studies have developed specific courses for STEM-TPD, although there are still a few of these
types. Offering STEM education courses in the teacher candidate curriculum is an alternative to generate
teachers who are ready to teach STEM. Studies developing this learning state that attention regarding
the preparation of pre-service teachers to carry out learning in schools is still minimal. According to
records, in September 2005, the Technology Education faculty at Virginia Tech launched an innovative
STEM education graduate programme that recruits science, technology, engineering, mathematics, and
basic teachers/administrators to enrol and study related educational learning and research in Integrated
STEM (Sanders, 2009). Furthermore, this literature study found several courses that provide
opportunities for students to learn and practise STEM. For example, the integrated STEM course
developed by Aydin-Gunbatar et al. (2020) for chemistry education students, and the integrated STEM
teaching method course by Ryu et al. (2019) for secondary pre-service teachers. As a consequence,
STEM courses like this have a positive impact on pre-service teachers, such as increasing STEM
understanding (Pimthong & Williams, 2021), learning design skills (Altan et al., 2018; Macalalag et al.,
2020), and integrating technology in learning (Schmidt & Fulton, 2016).

How do pre-service teachers collaborate in STEM-TPD?

This review found that very few studies involved participants with heterogeneous academic
backgrounds. There are only four studies that conducted STEM-TPD activities with participants from
more than one major. Seeing the curriculum structure existing in many places, conducting STEM-TPD
activities that involve voluntary teacher candidates from various majors is not easy. Therefore, this
18 Ahmad Suryadi, Endang Purwaningsih, Lia Yuliati and Supriyono Koes-Handayanto
activity is simpler to implement as an activity outside of lectures (e.g. Berisha & Vula, 2021; Lewis et
al., 2021). Activities can be carried out through workshops by providing opportunities for pre-service
teachers to complement others as a team. In this activity, each person does a cognitive apprenticeship
with the others. This is a good thing as a simulation when facing a real school environment later.
Furthermore, assessing whether a STEM-TPD activity is oriented towards the outcomes of teachers
who can teach STEM individually or as a team is certainly a complex matter. However, this review
shows that the focus of TPD is more on the preparation of a single STEM teacher. This result is in
accordance with the Ejiwale (2013) finding that one of the obstacles in implementing STEM is the lack
of collaboration between STEM fields. Hence, in various ways that have been done, they try to develop
various competencies needed by teachers in implementing STEM in schools later, in spite of the fact
the participants have specific majors.
The nature of each discipline in STEM is certainly different but remains an important part of STEM
education to know. Studies show that in implementing STEM by science teachers, they often encounter
obstacles due to a lack of understanding related to engineering (Hammack & Vo, 2022) and technology
(Purwaningsih et al., 2018). Therefore, various efforts were made to overcome this, starting from
presenting experts (e.g Dubek & Doyle-Jones, 2021) to inviting participants to collaborate with friends
from different majors (e.g., Tank et al., 2020).
Collaboration with heterogeneous disciplines can support the STEM reform agenda. Everyone,
with their respective expertise, can support others in a collaborative activity. Highly collaborative
activities can increase knowledge construction and reveal more metacognitive features and social
interactions gradually (Leng et al., 2021). According to van Tryon and Schwartz (2012), the role of
collaboration in a TPD must be determined based on skills and needs. For example, in STEM-TPD, if
the participants are science students whose engineering design is no more than engineering students,
then the role is to design a practical engineering challenge. On the other hand, the role of pre-service
science teachers is to ensure that the engineering challenge can be explained scientifically and in
accordance with the principles of science education.

What professional development elements are adopted to conduct STEM-TPD?

In evaluating the elements adopted in implementing STEM-TPD, it was interesting to note that the
elements used were quite varied. There are seven elements that are considerably adopted in STEM-TPD
reported in the studies we reviewed. Doing STEM activities as a student is the most extensively used
strategy. Students are asked to complete various STEM challenges like high school students. Inviting
students to student-centred pedagogies of STEM can significantly increase the attitudes and confidence
of pre-service teachers to teach STEM (Nowikowski, 2017). This is in accordance with one of the
elements of effective PD, namely engaging teachers in active learning (Roth et al., 2017). A STEM
teacher is not only required to be practically trained to apply STEM, but it is also important to know the
foundations and fundamental philosophies of STEM. This can assist pre-service teachers in designing
and implementing STEM learning effectively. Furthermore, the self-efficacy of pre-service teachers in
teaching STEM can increase (Yesilyurt et al., 2021).
Since most studies were explored with pre-service science teacher participants, the area of emphasis
in many studies was related to the lack of understanding of other disciplines (Berisha & Vula, 2021),
particularly engineering (Vasconcelos & Kim, 2020). Therefore, several efforts were applied to
overcome the lack of knowledge in other disciplines. Pre-service teachers are provided the opportunity
to carry out a series of activities that involve the engineering design process. Capobianco et al. (2021)
found that when pre-service teachers were involved in engineering design activities, there was a positive
 STEM teacher professional development in pre-service teacher education 19
change from pre-service teachers as learners to teachers. Such a role model is a serious challenge in
STEM-TPD (Ryu et al., 2019).
Discussing/criticising existing learning designs is also done to develop the professionalism of pre-
service teachers in teaching STEM. Through the model provided, pre-service teachers learn how to
design and implement STEM learning. This model can be a learning design script, a video, or even a
STEM learning expert. The cognitive apprenticeships that occur in this activity can raise the
understanding of pre-service teachers regarding the concept of integrated STEM (Dubek & Doyle-Jones,
2021). Pre-service teachers, who in this case are still novices, do cognitive apprenticeships with the
expert sources provided. Furthermore, this activity is also carried out in groups so that the principles of
social learning can also emerge.
Good implementation starts with good design. Therefore, in the studies reviewed, teacher
candidates are also guided to make STEM learning designs. This activity can provide information to
lecturers or facilitators regarding the extent of practical understanding possessed by pre-service teachers.
It examines how pre-service teachers apply the knowledge they have learned in the development of a
learning design. Besides, in this section they are asked to present their designs in front of the class.
Many teachers are interested in implementing STEM but feel they are not ready and able to
implement it (Shernoff et al., 2017). One of the efforts made by previous researchers is to invite pre-
service teachers to carry out small teaching practices to teach in schools. Referring to the theory of
situated cognition, which is one of the learning theories, learning is done by involving physical and
social elements in the learning process. The context of learning becomes an important thing. To put it
simply, if you want to be able to teach STEM, pre-service teachers must learn how to teach STEM in
the right context.

Conclusion
This systematic literature review shows that STEM-TPD activities at the university level are increasing
every year. In other words, STEM-TPD is getting more and more attention from lecturers, researchers,
and educational stakeholders around the world. Most STEM-TPD initiatives take place in the US and
Turkey. STEM-TPD is most prevalent in the United States and Canada for a variety of reasons, but
curriculum and national policy appear to be two of the most significant. STEM-TPD in the future,
especially at the level of pre-service teacher education, should be increasingly more widespread because
of the increased dissemination of the benefits of STEM education for students' 21st-century abilities.
It's not uncommon for researchers to employ a variety of techniques. Qualitative research is the
most frequent method utilised in university-level studies on STEM-TPD The design-based research field
is still underrepresented, with only a handful of studies currently being conducted. Considering the
existing curricula, there is a lot of space for further research and development in order to better prepare
future educators to teach in the STEM subject areas in particular.
STEM-TPD implementation in existing courses, implementation outside of lectures, and
implementation in new courses are all examples of STEM-TPD jobs at the university level, according
to this study. Most of the study is done on already-existing courses and facilities. This is the right choice
as long as the lecture activities carried out are still in accordance with the goals set by the institution.
Seven elements are commonly used in STEM-TPD, according to the studies we looked at. Doing
STEM activities as a student, learning the theoretical foundation of STEM education,
discussing/critiquing existing STEM learning designs, developing a STEM lesson plan, presenting a
STEM learning design, microteaching, and real-school teaching are the seven components of the
programme. These choices fit with the goal of the lecture, the mood of the audience, and the amount of
time given for it.
20 Ahmad Suryadi, Endang Purwaningsih, Lia Yuliati and Supriyono Koes-Handayanto
This study reveals that the literature on STEM-TPD activities involving students from varied
disciplinary backgrounds is still very much in its infancy. The majority of research is conducted in
conjunction with other researchers in the same field or with schoolteachers. As a future integrative
learning method integrating four distinct fields, PD with a diverse range of participants would be an
intriguing endeavour.

Future direction

Following the analysis, there are numerous options for further investigation. Most studies look at
existing courses both qualitatively and quantitatively. New courses involving design-based research are
still restricted. This might serve as both an opportunity and a roadmap for future research. With the
introduction of unique courses that equip future teachers to teach STEM, faculty can build lectures that
are flexible and adaptable to the STEM education agenda. In addition, this study found that critiquing
current STEM learning designs, microteaching, and real-school teaching is still a rare practice. Future
STEM-TPD research should concentrate on these three key components. Real-school teaching may be
demanding since it involves solid relationships and cooperation between colleges and schools. However,
this component is still required in order to fully prepare future educators in STEM subjects. The lack of
professional activities for pre-service teachers from a variety of disciplines is another fascinating area
for further study. In numerous studies, conceptual mastery has been identified as a barrier to integrating
integrative STEM. Volunteers are hard to find for these kinds of events, but it would be interesting to
study how activities that bring together people from different fields could help train future STEM
teachers.

Acknowledgement
This work has been supported by Ministry of Education, Culture, Research, and Technology of Republic
of Indonesia [grant number: 9.5.50/UN32.20.1/LT/2022].

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