SUPPORTING SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) TEACHERS IN EGYPT: WHERE REFORM IS NEEDED

Throughout the various nations, there is growing support for Science, Technology, Engineering, and Mathematics (STEM) education in terms of its positive impact whether on students or even on the nation. In the United States for example, there is concern that the country is not preparing a sufficient number of students, teachers, and professionals in the STEM content areas. Data from Programme for International Student Assessment (PISA) and The Trends in International Mathematics and Science Study (TIMSS) seem to support this argument. In Egypt, the case is no better with also low scores on both tests. Although many of the developed and some of the developing countries have made several initiatives to deal with this case, Egypt has just recently joined with a National Initiative for STEM education. Nonetheless, there is a main concern that all countries seem to agree on, this is ‘teacher professional development’ in terms of their believes and expected practices to enact accepted pedagogical practices for STEM education.

The aim of this paper is to review main findings of previous research in STEM teacher professional development where their practices and curricula development skills are the main focus. The paper ends with suggestions that could be feasible to apply in Egypt taking into account current teacher education programmes and the need to reform education, particularly after the Arab Spring.