Abstract
The chapter focuses on how STEM/STEAM education is framed in the Egyptian context. A professional educator diploma (PED) program offered at a not-for-profit higher education institution for teachers’ professional development (PD) directed at existing teachers and professional creation (PC) directed at prospective teachers for both to work at STEM schools, is reviewed. The program is unique through its flexibility and openness to be offered to current as well as prospective teachers. The program is considered a model for teachers to change their practices to align with increasing demands for STEM teachers. The program exposes teachers to building their capacity to design, present, and assess in interdisciplinary learning contexts through professional development and creation. The chapter starts with a brief review of the program and of how and why it was initiated. A case study research design is utilized with data from post program survey and semi-structured interviews with data collected from continuing and graduating teachers. Findings are discussed to offer insights on the impact the PED program on teachers’ practices, their professional identities, and on how to improve PD programs in STEM/STEAM education for teachers in Egypt.
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EL-Deghaidy, H., El Nagdi, M. (2023). To STEAM or Not to STEAM: Is It a Matter of Professional Development or Professional Creation?. In: Al-Balushi, S.M., Martin-Hansen, L., Song, Y. (eds) Reforming Science Teacher Education Programs in the STEM Era. Palgrave Studies on Leadership and Learning in Teacher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-27334-6_6
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