A framework for examining teachers’ practical knowledge for STEM teaching

Kennedy Kam Ho Chan*, Yi Fen Yeh, Ying Shao Hsu

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Citations (Scopus)


What a teacher needs to know and do when teaching specific disciplines effectively has attracted scholarly attention for many decades. The knowledge requisite for effective STEM teaching has gained attention as a result of the recent STEM education movement around the world. Furthermore, it is assumed teaching STEM demands that teachers teach in a completely different way. This chapter discusses these issues and proposes a theoretical framework for examining and analyzing teachers’ practical knowledge for STEM teaching. We draw on and synthesized literature on STEM education and teacher knowledge to identify facets of and a framework for teacher knowledge needed for effective STEM teaching. We also describe the design of an interview protocol that allows empirical studies of the knowledge facets delineated in the framework.

Original languageEnglish
Title of host publicationAsia-Pacific STEM Teaching Practices
Subtitle of host publicationFrom Theoretical Frameworks to Practices
PublisherSpringer Singapore
Number of pages12
ISBN (Electronic)9789811507687
ISBN (Print)9789811507670
Publication statusPublished - 2019 Jan 1


  • Effective stem teaching
  • Practical knowledge
  • Teacher knowledge

ASJC Scopus subject areas

  • Social Sciences(all)


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