Insights from U.S. STEM Teachers’ Education: A Strategy and Value Model with Information Technology

To tackle numerous problems about STEM Teachers like insufficient quantity, limited professionalism and unstable team-building, the United States (U.S.) has taken multiple strategies of integrating STEM education with information technologies, increasing the number of STEM teachers, ensuring their professionalism at all stages and improving their occupational identity on all aspects, as a serial of measures to establish a systematic organization of STEM teachers’ education and training. This organization presents the characteristics of significant guiding role of national volition, prominent synergy and standardization of multiple agents, and the emphasis on the technology-focused value orientations towards diversity and equity, which has achieved good results. China might learn from the strategy and value development model of the United States’ STEM teachers’ education to enhance the guiding role of national volition and improve the institutional system of STEM teacher education; To construct a synergistic mechanism of STEM teachers’ education for fully stimulating the initiatives of interested parties; To create a professional learning community for STEM teachers and promote their professionalism developments; To maintain the value orientation towards educational equity and realize the inclusivity of educating STEM learners. By the above four aspects, the development of STEM teachers’ education could be effectively promoted.