Evidence-Based Research-Oriented STEM Teacher Education: Research-Based Development of Curricula, Courses, Learning Resources and Pedagogical Models

Dear Colleagues,

Teachers are important agents promoting a sustainable future by inspiring young people to study and work in STEM fields; therefore, high-quality STEM teacher education is crucial both in the pre- and in-services stages. The current consensus is that teacher education and its development should be based on evidence and research, and that future teachers should learn research skills to cope with the rapidly changing world and professional requirements.

We invite the STEM teacher education research community to engager in a scientific discussion around this theme by submitting empirical and theoretical research articles and reviews to this Special Issue. Research areas may include (but are not limited to):

• The research-based development of STEM teacher education curricula, learning materials and environments, pedagogical models, courses, software, etc. Design-based research approaches are highly recommended.
• Future STEM teacher identity development, self-efficacy, perceived relevance, etc.
• Collaborative research-based design strategies, projects and R&D interfaces with society, industry and academical research institutions.

Both pre-service and in-service STEM teacher education manuscripts are welcome. We look forward to receiving your contributions.

Dr. Johannes Pernaa
Guest Editor

Prof. Dr. Maija Aksela
Dr. Outi Haatainen
Co-Guest Editors

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