Teacher professional development on science, technology, engineering and mathematics: A bibliometric analysis
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Abstract
The quality of the teaching and learning process in the 21st century encourages teachers to innovate learning integrated into all subjects of science, technology, engineering, and mathematics (STEM) to produce students who are critical, creative, and communicative. However, the majority of teachers in developing countries still have difficulty in implementing the learning process integrated with STEM due to the lack of training professional teacher development on STEM. This study aims to identify what teacher professional development (TPD) is currently targeted, instructional strategies are most used, and the topic is most prominent on five-year-olds (2016-2020) using the SCOPUS database. The design of this study is a systematic review. Data analysis on the first and second objectives is to use a qualitative, deductive, and thematic approach. The objectives of the third study were analyzed using VOSviewer software version 1.6.15.0. The identification results from 30 articles show that teacher professional development target on five-year-olds is the focus on practical application skills on STEM and teacher attitudes and beliefs towards learning that integrates STEM. While the instructional strategy used in PD is STEM-Problem based learning and inquiry-based learning. Topics are most prominent in the researcher on TPD focus on (1) teacher, (2) student, (3) science, and (4) STEM. Recommended for future researchers to identify PD based on (1) background education teacher, (2) gender, (3) summary, and (4) what the relationship between these variables.
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