A Theoretical Framework for K-12 STEM Teachers'Professional Competence Model
In the 21st century,the challenges in primary and secondary schools have given rise to a new model of learning,and K-12 STEM education is the major approach to address these challenges,while K-12 STEM teachers make the cornerstone workforce in this regard.Therefore,it's imperative to formulate a professional competence framework to empower their professional development and professional practice.Based on literature research and case studies,this article proposes an overall cognitive framework for K-12 STEM education,including the fundamental assumptions(interdisciplinary,real-world problems,equality for S-T-E-M),benchmarks or reference(Lesh Translation Model,STEM Translation Model),theoretical framework(Experiential Learning,concrete manipulatives,multiple representations)as well as conceptual framework(7 characteristics).Secondly,it summarizes the development trajectory of professional competence researches in order to extract critical concepts.In light of which,we have decided to adopt Situated Professionalism as theoretical perspective to construct K-12 teachers'professional competence model.Lastly,it takes MCTS which initiated by US CCSSO as blueprint,enriched by the overall STEM education cognitive framework and professional competence theoretical perspective,to construct the STEM-KDP K-12 teachers'professional competence framework,including four competencies,namely Learning and Learner,Content Knowledge,Teaching Practice and Professional Responsibility.Also,12 sub-competencies as well as a variety of indicators are proposed.
K-12 STEM educationProfessional competence modelInterdisciplinarityLesh translation modelK-12 teachers'competence model
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维普
