STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: a Systematic Literature...

Area of Science:

• STEM Education
• Teacher Professional Development

Background:

• Designing effective STEM learning experiences for students requires teachers to possess strong STEM knowledge and competencies.
• Teacher STEM knowledge can be developed through pre-service education or in-service professional learning.

Purpose of the Study:

• To systematically review literature on immersive learning placements for teachers in STEM roles.
• To examine programs offering pre-service and in-service teachers industry placements.

Main Methods:

• Systematic literature review of nine papers.
• Analysis of three distinct immersive learning programs (one UK pre-service, two USA in-service).

Main Results:

• Identified variations in program motivation and structure.
• Observed positive influence on teachers' personal and professional development.
• Teachers reported intentions to integrate 'real-world' contexts into STEM lessons.

Conclusions:

• Immersive industry placements are valuable for STEM teacher professional learning.
• Recommendations are provided for designing and implementing effective industry placements.
• Further research is suggested to explore the impact on classroom practice.