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Mobile augmented reality games (MARGs) can be leveraged for educational purposes, as there are several examples in the literature revealing their educational value. The supporting technologies for MARGs’ implementation in education are increasingly pervasive and popular, so it is time for their adoption in teacher practices. However, the integration of new practices in schools, with an impact on students’ learning, requires teacher training. For that, a 50 h workshop was con-ducted to promote the collaborative development of MARGs for science, technology, engineering, and mathematics learning, which was attended by 16 in-service teachers, in Portugal. The aim of this study is to propose a set of guidelines for teacher training on MARGs, emergent from the perspectives of teachers who participated in the workshop. This is a descriptive qualitative study focusing on documental analysis of the individual final reflections of the participating teachers. The results showed that the workshop answered teachers’ personal and professional needs, with an impact on their practices, in what concerns the integration of mobile and AR technology, and of games. Producing a new game during training and making it freely available for others to use seemed to be very satisfactory for teachers, and a good practice to follow. From teachers’ reflections, it was possible to propose a set of guidelines useful for international readership, both researchers and teacher trainers, who aim to conceive and develop continuous professional development initiatives for MARGs’ integration in teacher practices.

Packed with proven strategies and ready-to-use worksheets, this practical guide leads teachers through the process of designing and presenting a successful workshop.

Computer science and computer science education are marked by gender and racial disparities. To increase the number and diversity of students engaging in computer science, young children need opportunities to develop interest and foundational understandings, including computational thinking (CT). Accordingly, elementary teachers need to understand CT, and how to integrate it into their practice. We investigate how to best support elementary teachers in learning to integrate CT into their science teaching through a CT professional development experience for elementary teachers. The professional development consisted of two parts: a professional development workshop and a science teacher inquiry group. In this study, we sought to understand if and how teachers’ views on integrating CT into their teaching practice changed following their participation in a yearlong professional development experience on CT. Based on our analysis, we offer suggestions for future research and implications for the design of professional development for integrating CT into science education.

Design thinking has become increasingly important in the context of the current movement toward integrated STEM education. Allied teaching practices often take the form of project-based learning, which represents a major shift in the teaching and learning process and poses challenges for many teachers during implementation. Many professional development programmes for STEM teachers focus on the development of teacher beliefs and content or technological knowledge. Teachers may not have enough opportunities to gain sufficient knowledge of how to foster students' intrinsic motivation for project-based learning. The teacher-support dimensions - autonomy, structure and involvement - distinguished in self-determination theory (SDT) can foster student motivation, and the teaching experience can allow for feedback and reflection. Accordingly, this study aimed to investigate how to design a PD programme consisting of a workshop and actual teaching experience as a way of using SDT-based design thinking in teaching STEM project-based learning. Specifically, the study comprised two interventions designed to examine how teacher/student learning is affected by workshops alone and actual teaching experience, respectively. The participants were 60 teachers and 358 secondary school students. The findings revealed that it is beneficial for teachers to apply what they learned from workshops in classroom teaching and that SDT-based design thinking benefits students more than non-SDT-based design thinking. Hence, this study suggests that professional development should occur over a sustained period, enhance teacher capacity to support students' needs, and offer multiple opportunities for feedback and reflection. Consequently, a model of pedagogical design thinking for professional development programmes is proposed.

This paper discusses educating stakeholders of algorithmic systems (systems that apply Artificial Intelligence/Machine learning algorithms) in the areas of algorithmic fairness, accountability, transparency and ethics (FATE). We begin by establishing the need for such education and identifying the intended consumers of educational materials on the topic. We discuss the topics of greatest concern and in need of educational resources; we also survey the existing materials and past experiences in such education, noting the scarcity of suitable material on aspects of fairness in particular. We use an example of a college admission platform to illustrate our ideas. We conclude with recommendations for further work in the area and report on the first steps taken towards achieving this goal in the framework of an academic graduate seminar course, a graduate summer school, an embedded lecture in a software engineering course, and a workshop for high school teachers.

What does it mean to queer the L2 classroom and why does it matter? Building on inclusive pedagogical approaches, this paper considers what queering looks like/sounds like/feels like in the context of two case study classrooms where language teachers learned about Teaching Proficiency Through Reading and Storytelling (TPRS) methods in a novice Mandarin language context. Data include recorded videos and transcriptions, focus groups, fieldnotes, and survey responses. We analyze practice from these two workshops for the ways gender and sexuality were addressed in the teacher education classroom. Through queer analysis, we discovered that the most fully embodied student engagement was related to disruptions in what might be expected in both form and content. As TPRS teacher educators widened critical agendas beyond queer characters in classroom stories, they included nonnormative L2 approaches that were humorous, surprising, and inclusive of translanguaging as well as pop up connections to languages and cultures in change. This study suggests that L2 teacher education from a queer perspective offers teachers and learners opportunities to deconstruct and question what is conceived to be normal and instead imagine languages and pedagogies for what is possible, equitable, and inclusive.

Teachers are increasingly called on to use dialogic teaching practices to engage active pupil participation in academically challenging classroom discourse. Such practices are in tension with commonly held beliefs about pupil ability as fixed and/or context independent. Moreover, teaching practices that seek to make pupil thinking visible can also make perceived pupil \"inarticulateness\" and/or \"low ability\" visible, with important implications for pupil identities. This article explores how teachers in a dialogic teaching intervention managed the participation and identities of \"low ability\" pupils. We use linguistic ethnographic methods to analyze three different case studies in which teachers seek to include underachieving pupils' voices in the discussion and discuss implications for dialogic pedagogy and the study of classroom social identification processes.

BackgroundWith widespread adoption of the Next Generation Science Standards (NGSS) in the USA (US), research is needed on how secondary science, technology, engineering, and mathematics (STEM) teachers conceptualize the integration of engineering knowledge and practices in traditional STEM classrooms. The present study explored the affective impacts of participation in an engineering education workshop for secondary STEM teachers as part of a 200-h professional development program. The workshop focused on the implementation of electrical engineering and biotechnology principles and design practices in disciplinary instruction, as well as training teachers to differentiate among engineering fields and advise on career pathways. The conceptual framework for the workshop design was based upon elements of the interconnected model of professional growth to identify influences contributing to engineering pedagogical self-efficacy and career awareness.ResultsThe overarching research questions addressed how professional development in engineering education affected secondary STEM teachers’ beliefs about the value of using engineering design to support learning, their self-efficacy regarding teaching engineering in their courses, perceived obstacles to effective STEM integration, and their confidence advising students about engineering post-secondary study and careers. The convergent parallel mixed methods design involved factor analysis, comparisons of means, and phenomenology with elements of grounded theory. The survey sample included 60 STEM teachers in the treatment group and 28 teachers in the control group. Six science teachers participated in interviews before and after the engineering workshops. Findings indicated that participating teachers significantly improved their confidence in engineering pedagogy, as well as their knowledge of engineering careers and precollege preparation for post-secondary engineering. Teachers expressed their views of engineering as a potentially powerful tool in developing students’ critical thinking and problem-solving skills, particularly when integrating the practices of science and engineering with the instruction of disciplinary content.ConclusionsThe results from this study demonstrate that a university-based professional development workshop series, developed by engineering and science education faculty, is an effective first-step intervention to improve the engineering knowledge and skills of secondary STEM educators, ultimately facilitating NGSS adoption in classroom instruction. Educating teachers on engineering career pathways is another innovation for the promotion of more diverse participation in engineering fields.

Integrating engineering and technology concepts into K-12 science and math curricula through engineering design project-based learning has been found to increase students’ interest in science, technology, engineering, and mathematics (STEM), however preparing teachers to shift to interdisciplinary teaching remains a significant challenge. Primarily teachers need to develop both skills and attitudes toward interdisciplinary teaching. In doing so, professional development (PD) is considered a key component in helping teachers through this transformation process. In an educational environment of accountability, measuring the effects of PD programs on teacher behaviors and capacity is essential but often elusive. The current study describes the change in attitudes to interdisciplinary teaching of 29 self-selected middle and high school teachers who participated a PD workshop and in delivering a 12–15 week interdisciplinary teaching and design problem unit that spanned multiple STEM subjects. This quasi-experimental pilot study implemented a single group pretest–posttest design using survey methods to collect data from the participants at two intervals; at the time of the PD workshop and at the completion of the teaching unit that emphasized a long-term engineering design problem. The goals of this research are to (1) assess the changes in attitudes to interdisciplinary teaching, attitudes to teamwork, teaching satisfaction, and resistance to change, (2) explore relationships among these changes, (3) and describe the variation in these changes across teachers’ gender, school level, discipline taught, and education level.

Educational literature indicates that solving open mathematical tasks (OTs) is a powerful creativity-directed activity. However, the use of these tasks with school students on an everyday basis is extremely limited. To promote implementation of OTs in middle school, we manage a large-scale R&D project, Math-Key, which makes open mathematical tasks available to teachers. Additionally, we encourage teachers to pose OTs by transforming textbook mathematical problems. In this paper, we analyze teachers' skills and affective conceptions related to posing OTs and using them in teaching. Forty-four teachers with different teaching experience (years of experience—YoE) and different levels of expertise participated in a 4-h workshop that introduced them to OTs and their categorization. They were also given a homework assignment: pose OTs and solve them to demonstrate their openness. This assignment was accompanied by a 5-point Likert scale questionnaire that examined teachers' affective conceptions about engaging and teaching with OTs. We drew distinctions between different types of OTs (TOTs) posed by the teachers and the problem posing strategies they used. We found that the types of tasks and strategies that teachers use are a function of teachers' experience in terms of both the level of mathematics taught and years of teaching. In the affective dimension, we found interesting connections between conceptions regarding the difficulty of posing OTs, conceptions regarding the suitability of OTs for teaching and learning, teachers' readiness to implement OTs in their classes, and their predictions regarding teachers' and students' problem-solving behaviors.