Enhancing Integrated STEM Instruction Through Teacher Professional Development: A Systematic Review

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 1
  In Roundtable Session: Preparing Educators for Complex Classrooms: Integration, Leadership, and Content Challenges Across Disciplines

Abstract

This systematic review investigates the status of teacher professional development (TPD) programs aimed at fostering integrated STEM (science, technology, engineering, and mathematics) education in K-12 settings. Drawing on Bandura’s Social Cognitive Theory and Darling-Hammond et al.’s framework for effective professional development, the study investigates how teacher self-efficacy and program design interact to influence instructional practice. Using the PRISMA approach, the review synthesizes findings from 15 peer-reviewed empirical studies published between 2015 and 2025. Results highlight that effective TPD incorporates interdisciplinary planning, collaborative learning, and student-centered pedagogy. However, challenges such as limited time, resources, and teacher preparedness persist. The review identifies promising strategies, including mentorship, co-teaching, and professional learning communities, and calls for further research into AI-enhanced TPD.

Authors

• Blessed Aspinas Mhungu, University at Buffalo - SUNY

• Desiree Nosipho Cele, University at Buffalo - SUNY