Conference Agenda

As Europe seeks to become a smart, sustainable and inclusive economy, a society attaining high levels of relevant skills is required, including the demand for science-related attributes. To enable this, there is a need for a future generation of researchers and practitioners who can identify and seek to resolve major challenges (eg issues related to energy, water, climate change, food, health and transport) and prepare for future change. The Educational sector, particularly in the science education field, has a prominent role to play in promoting attributes for those facing such challenges. In fact, there is a perceived need for science education to contribute to developing competences such as the capacity to analyse global and intercultural issues critically and, from multiple perspectives, to evaluate how differences affect perceptions, judgements and ideas of self and others.

The current proposal seeks to build on the global trend towards changing the focus of learning from knowledge acquisition to competences, and more specifically, towards the so-called transversal competences a learning expectation for the next generation to acquire in school (Reimers & Chung, 2016). Models of transversal competence emphasise the importance of critical and creative thinking, problem-solving and collaboration skills, as well as an understanding of core ideas, or concepts (Holbrook et al.,2020)

Despite a focus towards encompassing such broader competences, their implementation within school curricula is not straightforward, even though aspects of transversal competences have been integral to curricula in various countries (Reimers & Chung, 2016). While science education, in particular, has seen a transformation from the teaching of subject knowledge to the broader advancement of competences, lacking is an overarching (international) guiding framework to enable educationists to support the teaching of transversal competence goals.

The goal of the current symposium is to introduce a new vision for a STEM teacher career pathway, which is novel, attractive and recognising the need to attract non-science oriented persons who later become motivated to take up a STEM teacher career. The vision further recognises the inclusion of attributes, highly acknowledged among the younger generation, such as those related to business, policymakers, leaders, managers, international ambassadors, as valued acquisition for science teachers. This is seen as important noting the lack of teachers in all STEM- related subjects across Europe. This symposium based on the Erasmus+ project - HighFliers. involves four European countries: Estonia, Finland, Portugal and Croatia.

The theoretical framework is based on - skills highlighted in Education 2030 model (OECD, 2018), a three stage motivational STEM teaching model (Holbrook & Rannikmäe, 2014), Vygotsky's zone of proximal development, plus self determination theory (Ryan & Deci, 2000) and social constructivism (Bandura, 1997)

The following research questions are addressed and answered during the symposium:

- How do participants evaluate a cross-national (international) modular course, developed to promote transversal skills for future STEM teachers?

- How important are self mangement skills perceived to be and how can they be imporved?

- How do future Finnish teachers appreciate the need for interactive and communication competence?

- How do Estonian course participants evaluate educationally relevant skills, promoted during a course based on international modules?

During the symposium, case studies from participating countries are introduced and an overall self-evaluated status among transversal skills within becoming educationalists from the 4 countries are discussed. Validity issues of evaluation instruments, determining the effectiveness of the modular course, are discussed

The main objective is to develop and evaluate a modular course which supports high-quality, research-based STEM teacher education for all stages, equipping teachers with the transversal skills needed to better prepare themselves in enabling their students for entry into the future labor market. An optional modular course for future STEM educationalists was developed, comprised of four modules, with each module targeting a specific group of competences and presented in a motivational real life situation (Gilbert et al, 2017) so as to promote science-related career awareness (Kang et al, 2021) The modules sought to: - increase the need for communication skills, stimulate thinking and research skills through impacting on an awareness of and self evaluation via the creation of a 3- minute video geared to general, interactive communication skills needed for the teacher, but applicable in other leadership careers; - raise interest in STEM subjects and the importance of science in society, through realising thinking and research skills, plus valuing the nature of science through the creation of a public lecture on an attractive, yet controversal STEM topic raising an awareness of conceptualisations needed for being a STEM teacher and also the importance of these skills for decision- and policy-makers; - promote social skills eg self-responsibility, responsible action and skills associated with applying to STEM related positions as well as impacting on an assignment on proposing a resolution with respect to a socio–scientific issue, based on Toulmin`s model - this all enabling readiness to initiate public debates and within this, take a leadership role; - promote creative and innnovation skills, time management, application of knowledge in new situations, all seen as impacting on developing new, innovative educational materials for non-formal settings. A likert scale questionnaire to assess transversal skills (Holbrook et al, 2020) has been developed, piloted in four countries among 110 participants (students and in-service teachers). Exploratory factor analyses was carried out, identifying four factors, a different factor highlighted in each the 4 modules. Evaluation of the course, based on a validated tool, was carried out by 12 international experts. Outcomes confirmed criterion based validity of the modules and international suitability of the contexts. Complementary to the above modular structure, coaching was offered for promoting self-awareness and self-analysis, as well as impacting on facilitating self-attributes in a non-threatening environment.

Gilbert, J. K., Bulte, A. M. W., & Pilot, A. (2011). Concept development and transfer in context- based science education. International Journal of Science Education, 33(6), 817–837 Kang, J., Salonen, A., Tolppanen, S., Scheersoi, A., Hense, J., Rannikmäe, M., Soobard R& Keinonen, T. (2021). Effect of embedded careers education in science lessons on students’ interest, awareness, and aspirations. International Journal of Science and Mathematics Education, 1-21.‏ OECD. (2018). The Future of Education and skills: Education 2030.

In order to effectively respond to changes in the vision and goals of education and educational systems, schools as organizations, as well as teachers as individuals within these organizations, should be continuously engaged in the process of self-management (Cheung & Cheng, 1997). Self-management generally refers to the management of one’s own behavior, thoughts and emotions. Professional self-management encompasses a set of skills which enable individuals to set goals, to plan, monitor and evaluate their own actions (Jain & Sinha, 2006). Professional self-management skills are among the skills encompassed in the Erasmus+ HighFliers project, based on the EC Education 2030 model (OECD, 2018). Within the Highfliers project, the development of several important professional self-management skills is targeted, such as self-analysis and self-awareness, creativity and innovation, decision and choice making, planning, and time management. The process of designing a Highfliers project module targeting the development of STEM teachers’ professional self-management skills is described. The development of the module is based on the review of empirical evidence regarding the importance and effects of these skills on teachers’ job performance outcomes and satisfaction, as well as the effectiveness of different interventions aimed at their improvement. The designed module has been piloted with a group of 28 STEM teachers from Croatian primary schools. During module piloting, teachers rated their professional self-management skills before and after interacting with the module. According to their responses, STEM teachers consider these skills very important, and they think they mostly possess them. The results further indicate that participation in the module contribute to the improvement in these skills among teachers. Based on the results, effective practices for the development of self-management skills in STEM teachers are identified and implications for interventions aiming at improving the attractiveness and quality of STEM teaching and careers are discussed.

Cheung W-M., & Cheng, Y. C. (1997). Self-Management: Implications for Teacher Training. Training for Quality, 5(4), 160-168. Jain, A. K., & Sinha, A. K. (2006). Self-Management and Job Performance: In-Role Behavior and Organizational Citizenship Behavior. Psychological Studies, 51(1), 19–29. OECD (2018). The Future of Education and Skills: Education 2030. OECD.

While the ways we communicate are changing because of rapid advancements in technology and societal challenges, teaching still relies on interaction between teachers and students. Thus teachers need to reflect on their interaction and communication competence from different perspectives e.g. what skills are involved and how to use them in their work community and teaching, as well as what skills are relevant for students in their future working life and how to include these in education (cf. Barak, 2017). Whether it is verbal, or through the use of educational technology, communication and interaction between teachers and students shape teaching-learning processes (Smart & Marshall, 2013). To better understand how future teachers understood the interaction and communication competence, this study aimed to examine trainee science teachers’ perceptions of interaction and communication skills in work life and in STEM education. In this study, 28 Finnish science teacher trainees participated in a designed study module emphasising communication and interaction in science. At the beginning, the students wrote an essay on what they think interaction skills were, and why they were important in working life. After completing the module, the participants answered a questionnaire, having open-ended questions, about interaction and communication skills in STEM education. The data was analysed using content analysis using an inductive approach. Results show that teacher students have traditional, but also modern and novel, perceptions of interaction and communication skills in working life and STEM education. According to the students, the meaning of the interaction skills, from the point of general working life, is related to well-being and a functioning working community, with successful collaboration and preventing conflict, but also centred on accomplishing work tasks. Furthermore, the students perceive that the meaning of interaction as a teacher is in collaboration with colleagues and parents, creating a supportive learning atmosphere, and, of course, the actual teaching. In STEM education, the students perceive interaction and communication skills acting as a part of science teachers’ professional development by providing them with tools for implementing teaching. In addition, according to the students, these skills make multidisciplinary STEM education possible. The students highlight the need for interaction and communication skills in STEM education within inquiry-focused science teaching and learning. We conclude that interaction and communication skills are important and a versatile part of teacher competence in STEM and deserve more attention in teacher education from theoretical viewpoints to practical training.

Barak, M. 2017. Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism. Research in Science Education, 47, 283–303. DOI: 10.1007/s11165-015-9501-y Smart, J. & Marshall, J. 2013. Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science. Journal of Science Teacher Education, 24(2), 249-267. DOI: 10.1007/s10972-012-9297-9

This study undertaken on the professional development HighFliers course is to understand the role of STEM teacher in a modern school and to promote educationally relevant skills needed for STEM teachers. Designing a practical course for this purpose is challenging, particularly in the emerging field in which there are insufficient STEM teachers in Estonia and worldwide. For this reason, this course targets undergraduate students in the fields of science, mathematics and technology - these fields being seen as the source for future STEM teachers. In this study, the course follows four developed modules from the project „Highly Interactive Guidance Helpful For Leadership In Educationally Relevant Skills“, i.e. (1) relevant communication skills for STEM teachers, (2) understanding nature of science, (3) modern science teaching methodology and (4) self-management plus leadership skills for STEM teachers. The whole learning process is supported by the Moodle environment and includes practical activities that enable collaboration and support creativity in order to understand the essence and specifics of teaching and to support the learner's own development. 18 undergraduates was registered, with the biology, geography and mathematics background. During the course, each module was handled in a separate session (90 minutes) and consisted of, at least, two practical activities (e.g. developing communication and presentation skills through writing exercises; widening understanding about nature of science and recognising its relevance as a component of science subjects in schools; using modern methodological approaches relevant in the school setting to deal with climate change mitigation issues; developing self-management and leadership skills through raised self-awareness and coaching type of practices). At the end of the course, students were asked to make a 3-minute video (group work) explain one controversial issue from society which has a scientific content. Within the video, students were also asked to demonstrate the skills obtained from the course. After the course, 6 students were interviewed, based on voluntary participation, each Interview lasting approximately 30 minutes. The interviews were analysed using inductive (data driven) thematic content analysis, seen as recognizing meaningful units, coding, generating, reviewing and naming categories (Vaismoradi & Snelgrove, 2019). Based on the outcomes from the first piloting of the course, it can be said that students appreciated the course, as they gained an insight into what is expected from STEM teachers in school and how they use self-management and leadership skills as teachers. Additional results from the qualitative study are to be presented and discussed during the symposium presentation.

Vaismoradi, M., & Snelgrove, S. (2019). Theme in qualitative content analysis and thematic analysis. Forum: Qualitative Social Research, 20(3). https://dx.doi.org/10.17169/fqs-20.3.3376.