Introduction: STEM teachers and teaching in the era of change

Teachers nowadays face unprecedented challenges. The world is in a constant flux driven by enormous socio-political changes, trends of globalization, massive worldwide immigration, and rapid emergence of life-altering technologies. Consequently, there is a growing expectation that educators equip students with adequate skills. This requires that the twenty-first century science, technology, engineering, and mathematics (STEM) teachers re-examine their teaching philosophies, keep abreast with the discipline content, and incorporate digital technology in their pedagogical practice. These expectations present significant challenges to teachers, who are often asked to implement novel (technology-rich) pedagogies they did not have a chance to experience as students or become comfortable with as teachers. To exacerbate the problem, the twenty-first century teachers function in a frequently changing educational reality manifested by continuous curriculum reforms compounded by the avalanche of often contradictory and competing demands from the legislators, administrators, parents, and students. This book brings together researchers from Israel and Canada to discuss the challenges faced by today’s teachers and teacher-educators, in order to suggest possible ways to break the vicious circle of reforms through supporting STEM teachers on a lifelong path of professional learning. The contributions to this book are informed by (a) the latest research findings, (b) current pedagogical trends and practices in the two countries and elsewhere, and (c) ways, in which teacher education and professional development of STEM educators respond to these challenges. The book chapters cover a range of projects-from classroom-based to national initiatives; research methods-from action research and mixed-methods, to conceptual analyses; and technology applications-from social media and robots, to subject-based software.