Learning to Teach STEM Disciplines in Higher Education: A Critical Review of the Literature

Autor/inn/en	Winberg, Christine; Adendorff, Hanelie; Bozalek, Vivienne; Conana, Honjiswa; Pallitt, Nicola; Wolff, Karin; Olsson, Thomas; Roxå, Torgny
Titel	Learning to Teach STEM Disciplines in Higher Education: A Critical Review of the Literature
Quelle	In: Teaching in Higher Education, 24 (2019) 8, S.930-947 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winberg, Christine) ORCID (Bozalek, Vivienne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1517735
Schlagwörter	STEM Education; Undergraduate Students; Teacher Competencies; College Faculty; Faculty Development; Pedagogical Content Knowledge; Intellectual Disciplines; Difficulty Level; Scientific Concepts; Epistemology; Intervention; Specialization + Suchen Sie Ihr Suchwort? STEM; Lehrkunst; Fakultät; Pädagogische Kompetenz; Geisteswissenschaften; Schwierigkeitsgrad; Erkenntnistheorie; Arbeitsteilige Spezialisierung
Abstract	Enrolments in STEM disciplines at universities are increasing globally, attributed to the greater life opportunities open to students as a result of a STEM education. But while institutional access to STEM programmes is widening, the retention and success of STEM undergraduate students remains a challenge. Pedagogies that support student success are well known; what we know less about is how university teachers acquire pedagogical competence. This is the focus of this critical review of the literature that offers a theorised critique of educational development in STEM contexts. We studied the research literature with a view to uncovering the principles that inform professional development in STEM disciplines and fields. The key finding of this critical review is how little focus there is on the STEM disciplines. The majority of studies reviewed did not address the key issue of what makes the STEM disciplines difficult to learn and challenging to teach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01