STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: a Systematic Literature Review

Abstract Over the past two decades, there has been an increased focus on designing STEM learning experiences for primary and second-level students. We posit that teachers to design rich their students, they must first have opportunity develop own knowledge competences, either during pre-service teacher education or as part of professional in-service teachers. This systematic review literature examines programmes which offer immersive through placements in roles business industry. A total nine papers were identified this review, featuring three unique programmes—one UK teachers, USA involving The findings indicate a variation motivation structures across programmes. influence teachers’ personal development, intentions change classroom practices behaviours incorporate more ‘real-world’ contexts into activities, inspired by industry, is discussed. study presents recommendations implementation industry support learning, well suggestions further studies examine practice.