Framing pre-service teacher preparation in Africa from global STEM education practices

Abstract

<b>Purpose: </b>This study seeks to review the literature on contemporary science, technology, engineering, and mathematics (STEM) education practices to frame approaches that can be used to prepare STEM pre-service teachers.<br /> <b>Design/methodology: </b>This study used a systematic literature review guided by PRISMA 2020 statement. Following some eligibility criteria 79 studies were selected for synthesis. Data were analysed qualitatively, and Excel spreadsheet was used for the quantitative aspects.<br /> <b>Findings: </b>This synthesis revealed diversity in the conceptualization of STEM education. Despite a lag in global STEM education research, countries such as South Africa and Tanzania have published research areas like STEM education practices, STEM teacher education, and technology adoption for STEM education. The synthesis also showed that aspects of policy, instruction, STEM-teacher professional development, STEM teacher education approaches, student activities, and the nature of support for STEM education are important considerations for developing effective models for framing pre-service teacher preparation.<br /> <b>Originality/value: </b>This study is the original work of the researchers. The study draws from global STEM education practices and assesses the geographical distribution of literature on STEM teacher education practices in African countries to frame a six-point approach that can be used to enhance effective STEM teacher education practices.