Open AccessThe role of teacher educators in supporting STEM curriculum reform - lessons from New Zealand
Author(s) -
Cathy Buntting
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1835/1/012001
Subject(s) - curriculum , pedagogy , teacher education , relation (database) , mathematics education , sociology , psychology , computer science , database
The beliefs and values teachers hold in relation to curriculum, pedagogy, assessment, and the nature of STEM have a significant influence on the types of teaching and learning their students will experience. Because of this, pre-service and in-service teacher education needs to influence teachers‘ beliefs and values as well as their conceptual and pedagogical knowledge if it is to make a difference in classroom practice. This paper considers the introduction of technology education in New Zealand as a way to explore how teacher educators can support STEM curriculum reform.