A Proposed Teacher Professional Development Program for Promoting Adult Teacher’s TPACK in STEM Education

Abstract

In the context of Teacher Professional Development (TPD), there is a call for a specific and effective professional development program to improve teachers’ essential teaching knowledge and facilitate the acquisition of new sets of skills to succeed in technology -enhanced learning. As such, Technological Pedagogical and Con tent Knowledge (TPACK) framework has been established in th is century and played a n important role in professional development transformation for teachers , who are currently adult learners. To promote the adult learner’s professional development, this research intended to develop a teacher professional development program fo llowing the adult learning principle s called “andragogy ” that particularly addressed TPACK of integrated science, technology, engineering, and mathematics (STEM) education. For the intervention, a personalized learning system has been strategically cr eated and employed in the proposed TPD program to facilitate individual professional training need s for adult science teachers in Khon Kaen University Smart Learning Academy (KKU- SLA) project. The main finding indicated that the proposed TPD program could e nhanc e science teachers’ TPACK of integrated STEM education significantly, and this implied an innovative TPACK professional development intervention to transform teacher’s essential teaching knowledge for today’s school science education.