This volume brings together 14 chapters contributed by educators and others from Europe, the US, South Africa, and Iraq, who describe professional development methods and strategies for STEM (science, technology, engineering, and math) education. They discuss the role of the professional doctorate, selecting scientists to mentor girls, primary grade teachers' professional development in formative assessment, in-service training programs for science teachers, a professional development model, the role of teacher leadership, the use of a blended learning environment for educational technology training, professional development programs in educational technology in higher education, learner-centered professional development in math, the needs of subject teachers who are non-native speakers of English training in teaching subjects in English, the impact of professional development programs on teacher beliefs and practices, the use of computer assisted language learning resources in teaching English as a foreign language, pre-service teachers' reflections on their instructional practices, and prospective English as a foreign language teachers' beliefs about teachers and teaching.
– ProtoView Reviews