Integrated professional development for mathematics teachers: A systematic review


  • Muhamad Ikhram Johari Universiti Kebangsaan Malaysia
  • Roslinda Rosli The National University of Malaysia
  • Siti Mistima Maat
  • Muhammad Sofwan Mahmud
  • Mary Margaret Capraro
  • Robert M. Capraro



Professional development, mathematics education, STEM education, Systematic reviews, Teacher education


An effective professional program can enhance the integrated knowledge and skills of Science, Technology, Engineering, and Mathematics (STEM) among mathematics teachers. Nevertheless, the strategies for STEM integration in teaching and learning taught in many professional programs have proven impractical for many teachers. Thus, a systematic literature review is presented to investigate the characteristics of successfully implemented professional programs for STEM education for mathematics teachers. Twenty research articles published from 2017 to 2021 were obtained from the Scopus and Web of Science databases. The results show that of six interdisciplinary concepts, the integration of mathematics and science content was the one most employed in professional programs. In addition, the workshop design type was found to be popular for STEM professional programs, and it impacted teachers' teaching practices in the classroom, student learning outcomes, and knowledge and skills. The results suggest that the self-efficacy of mathematics teachers and their commitment to the programs were significant factors contributing to the effectiveness of the programs. When planning STEM professional development programs, organizers need to think about the needs of teachers and students, the length of the programs, practical activities, STEM concepts, follow-up actions, and so on in order to meet the goals of these programs. 


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How to Cite

Johari, M. I. . ., Rosli, R., Maat, S. M., Mahmud, M. S., Capraro, M. M. ., & Capraro, R. M. (2022). Integrated professional development for mathematics teachers: A systematic review. Pegem Journal of Education and Instruction, 12(4), 226–234.