Developing professional capital through technology-enabled university-school-enterprise collaboration: an innovative model for C-STEAM preservice teacher education in the Greater Bay area

Siyuan Lyu, Shijing Niu, Jing Yuan, Zehui Zhan
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Abstract

Purpose

Preservice teacher (PST) professional development programs are crucial for cultivating high-quality STEAM teachers of the future, significantly impacting the quality of regional STEAM education. The Guangdong-Hong Kong-Macao Greater Bay Area, as a region of cross-border cooperation, integrates the resources and advantages of Guangdong, Hong Kong, and Macao, possessing rich cultural heritage and innovative capabilities. Transdisciplinary Education for Cultural Inheritance (C-STEAM) is an effective approach to promoting educational collaboration within the Greater Bay Area, facilitating the integration of both technological and humanities education. This study aims to develop a Technology-Enabled University-School-Enterprise (T-USE) collaborative education model and implement it in the Greater Bay Area, to explore its role as a support mechanism in professional development and its impact on C-STEAM PSTs' professional capital.

Design/methodology/approach

Adopting a qualitative methodology, the study interviewed PSTs who participated in a C-STEAM teacher education course under the T-USE model. Thematic coding is used to analyze their knowledge acquisition, interaction benefits with community members, and autonomous thinking and decision-making in theoretical learning and teaching practice.

Findings

The findings show that the T-USE model significantly enhanced the PSTs' human capital, including teaching beliefs, knowledge, and skills. In terms of social capital, PSTs benefited from collaboration with PST groups, university teaching teams, in-service teachers, and enterprises, though challenges such as varying levels of expertise among in-service teachers and occasional technical instability emerged. For decisional capital, the T-USE model provided opportunities for autonomous thinking and promoted teaching judgment skills through real teaching challenges and scenarios. Reflective practice activities also supported PSTs' professional growth.

Originality/value

This study reveals the effectiveness and internal mechanism of the T-USE model in C-STEAM PST training, offering significant theoretical and practical references for future PST education.

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通过技术驱动的大学校企合作开发专业资本:大湾区 C-STEAM 在职教师教育的创新模式
目的职前教师(PST)专业发展项目是培养未来高素质 STEAM 教师的关键,对区域 STEAM 教育的质量具有重要影响。粤港澳大湾区作为跨境合作区域,整合了广东、香港、澳门三地的资源和优势,拥有丰富的文化底蕴和创新能力。跨学科文化传承教育(C-STEAM)是推动粤港澳大湾区教育合作,促进科技教育与人文教育融合的有效途径。本研究旨在开发 "技术驱动的大学-学校-企业(T-USE)"合作教育模式,并在大湾区实施,以探讨其作为专业发展支持机制的作用及其对 C-STEAM 教师专业资本的影响。研究结果表明,T-USE 模式显著提升了 PST 的人力资本,包括教学信念、知识和技能。在社会资本方面,PST 从与 PST 小组、大学教学团队、在职教师和企业的合作中受益匪浅,但也面临着在职教师专业知识水平参差不齐和偶尔出现的技术不稳定等挑战。在决策资本方面,T-USE 模式提供了自主思考的机会,并通过真实的教学挑战和情景提升了教学判断能力。本研究揭示了 T-USE 模式在 C-STEAM PST 培训中的有效性和内在机制,为今后的 PST 教育提供了重要的理论和实践参考。
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审稿时长
24 weeks
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