Browsing by Author "Rocha, Helena"
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- Challenges and potential in implementing STE(A)M in teachers’ practices: A systematic reviewPublication . Teixeira, Patrícia Bertolo; Rocha, Helena; Martins, CristinaThe potential of STE(A)M has been widely recognised in recent years; however, challenges have also been identified in the implementa- tion of this approach, making it important to deepen research into teachers’ practices. In this study, we conducted a systematic review focused on teaching practices within a STE(A)M approach, to under- stand what challenges and limitations teachers encounter, as well as the possibilities authors suggest to overcome them. The research question is: What are the challenges and potentialities of implement- ing the STE(A)M approach in teachers’ practices? This review anal- ysed articles indexed in the Web of Science and Scopus databases over the last eight years, following the PRISMA scheme. The 26 arti- cles examined highlight challenges such as time management, lack of resources and funding, limited guidance, gaps in teacher train- ing, difficulty integrating subject areas, issues implementing new technologies and obstacles imposed by school structures. In light of of these, the following proposals were suggested: placing greater emphasis on STE(A)M in initial and continuing teacher education, increasing support from schools and government bodies, encourag- ing collaborative work between teachers from different areas, adopt- ing innovative strategies and methodologies and offering a clearer conceptualisation of STE(A)M.
- Knowledge to teach mathematics with technology: The global modelPublication . Rocha, HelenaThe teacher’s central role in technology integration and the chal-lenges of that integration emphasise the need for a deeper under-standing about the teacher’s knowledge required to teach with tech-nology. Based on previous work and a systematic literature review,we identified three knowledge models often used: TPACK, KTMT andPTK. The goal of this paper is to discuss the similarities and differencesbetween these knowledge models and present a Global Model. ThisGlobal Model is not a new model. On the contrary, it is a model devel-oped based on the existing models and intending to integrate ina single model the knowledge domains considered in the differentexisting models. The Global Model highlights the common domainsconsidered and the common roots for the three models, but it alsomakes explicit the differences, mostly related to the understandingof the domains or even to the domains considered, and also to theway how the knowledge’s development is conceived