Abstract:

This paper examines the transition from face to face to online of a national networked STEM teacher professional development programme (ABC) in the UK. ABC is a national programme that aims to support teachers and school coordinators of science, design/technology, engineering, maths and computing subjects through regional training and networking activities. The main goal of the programme is to support teachers in building the knowledge and confidence to provide pupils with hands-on cross curricular STEM activity and bring real-world contexts to the primary and secondary school curriculum based on engineering habits of mind. This is achieved through network activities including introducing STEM learning activities and providing participating teachers with resource boxes and training for their use in schools.

Unlike most other continuing professional development (CPD) programmes, a physical resource box and hands-on practical training with these student-centred STEM activities has been at the core of the ABC network. However, as a result of the Covid-19 pandemic, face to face network meetings stopped and were replaced by online meetings. Motivated by this natural experiment, our study investigates implications and consequences of transitioning a physical and hands on training focused CPD programme from face to face to online.

The study uses data from semi structured interviews with regional network leads (n=14) from different geographical areas in the UK. Interviews explored the views and experiences of regional leads to better understand the operation of the ABC network; identify effective ways of working; and identify issues and challenges they have faced. Interviews were transcribed and an initial thematic analysis was undertaken. Themes were initially generated inductively and then developed and refined drawing on literature relating to professional development, networks and communities of practice, self-efficacy, STEM pedagogies and inclusivity. While online meetings were seen to be effective in supporting attendance, regional leads identified a number of challenges and issues presented by moving to virtual network meetings, including having technical issues, ethical dilemmas, and trust around recordings. These challenges and issues were seen to undermine the quality of effective and genuine communication and learning between teachers during meetings. Regional network leads discussed several strategies that had been implemented to address issues which included the use of the Padlet, breakout rooms and chat function. Posting ABC resources to registered teachers with mail prior to the network meetings was seen as significant in effectively supporting interaction and participatory learning during online meetings. Post-Covid19, a hybrid model seems to be emerging as a post-Covid19 approach as this allows the programme to increase its reach (in numbers and geographical spread), with online meetings providing more opportunities for teachers to attend, especially from rural and remote areas, while face-to-face meetings maintaining the trust and depth of substantive interactions between network members afford.

Keywords:

STEM teacher professional development, online, face-to-face, hybrid, PLCs, networks, communities of practice, hands-on, inclusivity, self-efficacy.