Computers and Education STEM Teachers Distance Learning
Institute of Mathematics and Informatics Bulgarian Academy of Sciences
Serdica Journal of Computing, Vol. 11, No 3-4, (2017), 279p-296p
The article precents a review of the normative framework in Bulgaria related to the development of STEM teachers’ competences. It studies explicitly defined requirements: pedagogical, academic, administrative and communicative competences, as well as implicitly defined ones, integrated in National Educational Standards and students’ curricula: research, team work, ICT, work on a project, management of inquiry-based learning, etc.
The authors identify dimensions and aspects of STEM teachers’ competences, set out the major issues for consideration in providing teachers’ training, and formulate six Key messages to providers of STEM teachers’ trainings and policy makers, related to forms, content, approaches and responsibilities of institutions.
The goal of the research is for the results to be used in European computer-assisted blended learning teacher trainings. They provide requirements to the training design as well as to the software platforms for implementations of trainings.
ACM Computing Classification System (1998): K.3.1.