The STEM Approach for Science Teacher Education in Pakistan: An Interpretative Phenomenological Anal...

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" The STEM Approach for Science Teacher Education in Pakistan: An Interpretative Phenomenological Analysis "
Dogar, Samia Rehman Bair, Carolyn R.

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	1058925
Doc. No	:	TL58042
Main Entry	:	Dogar, Samia Rehman
Title & Author	:	The STEM Approach for Science Teacher Education in Pakistan: An Interpretative Phenomenological Analysis\ Dogar, Samia RehmanBair, Carolyn R.
College	:	Northeastern University
Date	:	2021
Degree	:	Ed.D.
student score	:	2021
Note	:	106 p.
Abstract	:	Science Teacher training is an important subsector of professional higher education, and continuous professional development with the latest techniques and trends is vital. The quality of science teacher training in Pakistan could benefit from improved science teacher training models and classroom practices. This Interpretative Phenomenological Analysis (IPA) study was designed to ascertain whether STEM could be a potential solution for improving the quality of science training and, consequently, science teaching in Pakistan. Six science teacher trainers were selected as participants in the study. The participants were chosen based on their years of experience as science teacher trainers. Data were collected through semi-structured, in-depth interviews and analyzed in accordance with IPA qualitative mode. A thematic coding strategy was used. Findings supported improving the science teacher training model (curriculum and teaching approach) and suggested that STEM-focused training could bring classroom reforms, which would ultimately lead to innovation. The integration of STEM was found to be a potential solution to the need to revolutionize Pakistani science teacher training and science teaching. Key Words:Science Teacher Training, STEM Education, Interpretative Phenomenological Analysis (IPA)
Descriptor	:	Teacher education
Added Entry	:	Bair, Carolyn R.
Added Entry	:	Northeastern University