Ambassadors of professional development in teaching and learning in STEM higher education

• Published in: Chemistry Teacher International : best practices in chemistry education 2024-09, Vol.6 (3), p.201-216
• Main Authors: Brouwer, Natasa, Niemelä, Matti, Maciejowska, Iwona, Grecea, Ştefania, Tarallo, Oreste, Russo, Vincenzo
• Format: Article
• Language: English
• Subjects: continuous professional development (CPD); higher education; STEM; teaching competences
• ISSN: 2569-3263; 2569-3263
• DOI: 10.1515/cti-2024-0026

In STEM higher education, lecturers need to assist learners in constructing understanding of complex scientific concepts by employing relevant teaching methods, tools, and technologies. A continuous professional development (CPD) of academic teaching staff in teaching and learning is indispensable to keep up with the development of STEM. Using a cascade-like approach in continuous professional development in teaching and learning, where lecturers are involved bottom-up as CPD-Ambassadors, makes it possible to address relevant STEM-specific teaching and learning issues and continuously improve teaching practice. At three international STEM-CPD Summer Schools for CPD-Ambassadors, the CPD-Ambassadors developed fifty CPD-User cases about organising professional development in teaching and learning at their own higher education institutions and promoting the importance of CPD in their local context. The analysis of the CPD-User cases shows that the most frequently addressed teaching competencies and attitudes foster student-centred teaching approaches based on constructivist educational views. A relationship is found with previously defined generally important teaching competences and attitudes for higher STEM education. The results indicate that a cascade-like, discipline oriented continuous professional development approach through CPD-Ambassadors is a promising approach in improving university teaching practice.