Evaluating a programme for the continuing professional development of STEM teachers working within inclusive secondary schools in the UK

Kutnick, Peter, Gartland, Clare and Good, David (2022) Evaluating a programme for the continuing professional development of STEM teachers working within inclusive secondary schools in the UK. International Journal of Educational Research, 113 (101974). ISSN 0883-0355

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Abstract

Preparing teachers to enhance students’ STEM education usually takes place via continuing professional (CPD) programmes. Many STEM-CPD programmes are criticised for short-term, information-dominated, and non-interdisciplinary approaches that lack critical consideration of learning communities, teaching contexts or STEM teaching is likely to take place in inclusive secondary schools/classrooms. We evaluate a UK-based, national, eight-year+ STEM-CPD programme targeting inclusive secondary schools, using a bootstrapped approach combining qualitative insights and quantitative comparisons. We found high levels of teachers’ STEM competence, desire for student inclusion and perceptions of student impact. Yet, shortcomings in the operations of teacher networks, lack of pedagogic/social pedagogic support and school-based disciplinary boundaries inhibited effects of the programme. Theoretical considerations were built into methods development and evaluation outcomes.

Item Type: Article
Uncontrolled Keywords: STEM education, Continuing Professional Development, inclusive secondary schools, networks, Cascade model
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Faculty of Arts, Business & Applied Social Science > Department of Young People & Education
Depositing User: Clare Gartland
Date Deposited: 25 Mar 2022 11:07
Last Modified: 25 Mar 2022 11:09
URI: http://oars.uos.ac.uk/id/eprint/2422

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