A review of global research on STEM teaching competencies and a proposed competency framework for Pre-service Physics teacher education students
Main Article Content
Abstract
In the context of modern education emphasizing competency development and interdisciplinary integration, STEM education has emerged as a strategic orientation in teacher training programs. Pre- service physics teacher education students, with their solid foundation in natural sciences, are considered a key force in effectively implementing STEM teaching in schools. However, there is currently no official competency framework tailored specifically for this group in Vietnam. This paper reviews several prominent international studies and proposes a STEM teaching competency framework consisting of four components: awareness, instructional design, implementation and assessment, and technology integration based on the TPACK model. The proposed framework is designed to be observable, assessable, and aligned with current teacher education curricula, teaching practices, and policy documents.
Keywords
STEM teaching competency, pre-service students, Physics teacher education, STEM education.
Article Details
References
H. Jang, “Identifying 21st century STEM competencies using workplace data,” J. Sci. Educ. Technol., vol. 25, pp. 284–301, 2016, https://doi.org/10.1007/s10956-015-9593-1.
TREASURY, H. M. Our plan for growth: science and innovation. HM Treasury: London, UK, 2014.
COUNCIL, Education. National STEM school education strategy 2016–2026: A comprehensive plan for science, technology, engineering and mathematics education in Australia. Carlton (AU): Author, 2015.
PRINSLEY, R.; AUSTRALIA’S, S. T. E. M. Workforce-Science. Technology, Engineering and Mathematics, Office of the Chief Scientist, 2016.
S. Boon Ng, “Exploring STEM competences for the 21st century,” 2019, UNESCO International Bureau of Education, IBE/2019/WP/CD/30 REV.
B. Lucas, G. Claxton, and J. Hanson, “Thinking Like an Engineer: Implications for the education system.,” 2014. http://www.raeng.org.uk/news/news-releases/2014/may/do -you-think-like-an-engineer.
Bộ Giáo dục và Đào tạo, Công văn số 3089/BGDĐT-GDTrH về việc hướng dẫn tổ chức giáo dục STEM trong giáo dục trung học, 2020.
N. V. Biên, Giáo dục STEM trong nhà trường phổ thông. NXB Giáo dục Việt Nam, 2019.
N. T. Hải, Giáo dục STEM/STEAM từ trải nghiệm thực hành đến tư duy sáng tạo. Nhà xuất bản trẻ, 2019.
Nguyễn Thanh Nga, Trần Thị Xuân Quỳnh, Nguyễn Phương Uyên, and Tạ Thanh Trung, “Một số nghiên cứu về năng lực STEM trên thế giới và đề xuất khung năng lực STEM cho học sinh phổ thông tại Việt Nam,” Tạp chí Giáo dục, vol. 22, no. 10, pp. 48–53, 2022.
V. L. Plano Clark, “Mixed methods research,” J. Posit. Psychol., vol. 12, no. 3, pp. 305–306, 2017.
K. Krippendorff, Content analysis: An introduction to its methodology. Sage publications, 2018.
S. Elo and H. Kyngäs, “The qualitative content analysis process,” J. Adv. Nurs., vol. 62, no. 1, pp. 107–115, 2008. https://doi.org/10.1111/j.1365-2648.2007.04569.x D. Ardianto, H. Firman, A. Permanasari, and T. R. Ramalis, “What is Science, Technology, Engineering, Mathematics (STEM) Literacy?,” in 3rd Asian Education Symposium (AES 2018), Atlantis Press, 2019, pp. 381–384. 10.2991/aes-18.2019.86