Learning to teach STEM disciplines in higher education: a critical review of the literature

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dc.contributor.authorWinberg, Christine
dc.contributor.authorAdendorff, Hanelie
dc.contributor.authorBozalek, Vivienne
dc.contributor.authorConana, Honjiswa
dc.contributor.authorPallitt, Nicola
dc.contributor.authorWolff, Karin
dc.contributor.authorOlsson, Thomas
dc.contributor.authorRoxa, Torgny
dc.date.accessioned2018-10-16T09:39:06Z
dc.date.available2018-10-16T09:39:06Z
dc.date.issued2018
dc.description.abstractEnrolments 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.en_US
dc.description.accreditationISI
dc.identifier.citationWinberg, C. et al. (2018). Learning to teach STEM disciplines in higher education: a critical review of the literature. Teaching in Higher Education, 2018. Available: http://dx.doi.org/10.1080/13562517.2018.1517735en_US
dc.identifier.issn1356-2517
dc.identifier.urihttp://dx.doi.org/10.1080/13562517.2018.1517735
dc.identifier.urihttp://hdl.handle.net/10566/4129
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherTaylor & Francisen_US
dc.rightsThis is the author-version of the article published online at: http://dx.doi.org/10.1080/13562517.2018.1517735
dc.status.ispeerreviewedTRUE
dc.subjectHigher educationen_US
dc.subjectScience, Technology, Engineering and mathematics (STEM)en_US
dc.subjectPedagogical competenceen_US
dc.subjectProfessional developmenten_US
dc.subjectAcademic developmenten_US
dc.subjectPedagogical reflection
dc.subjectTeaching
dc.subjectReflective practice
dc.titleLearning to teach STEM disciplines in higher education: a critical review of the literatureen_US
dc.typeArticleen_US

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