STEM professional development programs for science and mathematics primary school teachers: A systematic literature review

Afizal Abd Ghani 1, Roslinda Rosli 1 * , Zanaton Iksan 1, Lilia Halim 1, Kamisah Osman 1, Siti Mistima Maat 1, Siti Nur Diyana Mahmud 1, Muhammad Sofwan Mahmud 1, Azmin Shah Rambely 2, Ah Nam Lay 3
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1 Faculty of Education, The National University of Malaysia, Bangi, MALAYSIA
2 School of Mathematical Sciences, The National University of Malaysia, Bangi, MALAYSIA
3 Ministry of Education Malaysia, Putrajaya, MALAYSIA
* Corresponding Author
EUR J SCI MATH ED, Volume 11, Issue 4, pp. 738-753.
Published Online: 02 September 2023, Published: 01 October 2023
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In order to compete worldwide, the school system must be transformed by raising educational standards by implementing the science, technology, engineering, and mathematics (STEM) education approach. The purpose of the primary school curriculum is closely aligned with the teaching goals of STEM education, which is to develop each child’s full potential, foster an interest in learning and promote children to develop skills in life. Training qualified science and mathematics primary teachers through professional development (PD) programs is necessary to raise young children who are knowledgeable and skilled in STEM. Therefore, a systematic literature review examined the significance and implementation of STEM PD programs for science and mathematics primary school teachers. The Scopus and Web of Science databases were utilized to find articles written and published between 2018 and 2022. This review gathered 22 articles and produced 14 subthemes under the main themes: Significance and the implementation of STEM PD for primary school teachers. Recommendations for further research are stated at the end of this paper.


Abd Ghani, A., Rosli, R., Iksan, Z., Halim, L., Osman, K., Maat, S. M., Mahmud, S. N. D., Mahmud, M. S., Rambely, A. S., & Lay, A. N. (2023). STEM professional development programs for science and mathematics primary school teachers: A systematic literature review. European Journal of Science and Mathematics Education, 11(4), 738-753.


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