Professional learning facilitators' contribution to sustainable STEM teacher learning in regional contexts

Abstract

Professional learning facilitators (PLFs) design, organize, and drive learning, yet their regional role, especially in sustainable STEM teacher learning, is underexplored in literature. This study investigates how PLFs adapt their strategies to support sustainable STEM teacher learning in the Geelong region, drawing on Bronfenbrenner's ecological model. This paper forms part of an ongoing broader study that seeks to understand the sustained impact of STEM teachers’ learning through professional learning programs in a regional setting. A range of programs (namely SS-STEM, STEM Catalyst, SEPS, STEPS, and GALS) have been offered to teachers and schools within the Geelong region by Deakin University researchers who act as facilitators. Through semi-structured interviews with three PLFs in the Geelong region, the research uncovers innovative practices, impacts, and recommendations for sustaining the effects of learning programs. PLFs utilize curriculum adaptation, collaborate with local industries and community groups, and engage university colleagues to enrich learning experiences. They observe immediate, intermediate, and enduring impacts on teachers, students, and schools. By offering detailed insights, it contributes to understanding effective PLF practices in regional STEM education, with implications for policymakers and stakeholders aiming to support sustainable teacher learning in underserved regions.