Special Issue "STEAM Teacher Education: Problems and Proposals"
Deadline for manuscript submissions: 29 July 2022 | Viewed by 4138
Interests: computational algebraic geometry; automated reasoning; dynamic geometry; computer algebra; mathematics education
Interests: mathematics education; STEM education; application of technology in pre-service teachers STEAM learning; machine learning and its applications
Interests: mathematics education; STEM education; teacher education; assesment and quality in higher education
STEM/STEAM (Science, Technology, Engineering, Arts, and Mathematics) is a quite recent and active trend, present in all levels of education. It is at school that children have to be motivated to learn STEAM to lead them to become responsible, creative, innovative citizens, and to make them aware of the world around them, which they can contribute to improving. To ensure quality education, teachers must have the best training.
From the manifold aspects involved in this approach, this Special Issue aims to collect relevant contributions focusing on pre-service and in-service teacher training, concerning this well-known STEM/STEAM educational perspective. Our aim is to cover the largest variety of topics addressing this specific matter, from new theoretical reflections concerning teacher development models that could help to foster STEAM implementation in the classroom, the reformulation (update and upgrade) of formative curricula in STEAM disciplines for initial teacher formation, etc. to sharing STEAM-driven education training experiences for current or future teachers.
A collateral goal of the Special Issue is to contribute toward the creation, development, and consolidation of a network of researchers dealing with STEAM teacher education, which could lead to the application of a proposal to the Horizon-Europe 2021-27 program within the Research and Innovation Staff Exchange (RISE), a Marie Sklodowska-Curie Action. This is also precisely the main goal of the Spanish government’s “Acciones de Dinamización “Europa-Investigación 2020” grant supporting the STEMind in Education (STEMIND) project, including, in particular, as part of the research team, the editors of this Special Issue. STEMIND members and partners are especially called to contribute to this Special Issue.
Prof. Dr. Tomás Recio
Prof. Dr. Piedad Tolmos Rodríguez-Piñero
Prof. Dr. Ana I. Cid-Cid
Prof. Dr. Rocío Guede-Cid
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Mathematics is an international peer-reviewed open access semimonthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- Pre-service teacher training
- Teachers training
- STEM/STEAM Education
- Math Trails
- Problem/Project Based learning
- Outdoor Education
- Mini Open Laboratories