Using a PBL perspective in continuing education for science and mathematics lower secondary teachers: Brug af et problembaseret perspektiv på efter/videre uddannelse af naturfags- og matematiklærere i udskolingen

For years, the need for inquiry- and problem-based learning (PBL) in primary and lower secondary education, within science and mathematics, has been addressed worldwide and requires support from a range of pedagogical sources. One important basis for such support is continuing teacher education. The
present research builds upon data froma nationwide qualitative investigation (HesselholtHenneHansen et al., 2019), conducted as part of a feasibility study aimed at initiating a new STEM (science, technology, engineering, mathematics) graduate teacher programme in Denmark, leading to a Master of Science (MSc)
in STEM teaching. The investigation identified continuing education needs of science and mathematics teachers and student teachers. We looked into the results of the qualitative portion of the feasibility study and investigated whether and how problem-based learning was being emphasized as comprising desirable
content areas for continuing teacher education. Data were collected from 35 group interviews with 66 respondents: teachers from public and private schools, and teacher students. The results showed that PBL stands out as a desirable focus area. Other student teachers expressed an interest in including didacticbased topics that are related to PBL, e.g. differentiated teaching, engineering design, technology, and information communication technology [ICT] within STEM education. Furthermore, respondents expressed their desire for collaboration with other subjects (e.g. Danish and social sciences) in
interdisciplinary teaching and, as well, the opportunity to immerse themselvesin academic topics such as education for sustainability, climate education, technology, and including specific experiences with applied science, mathematics and recent research. Without being able to make a quantitative statement, it must also be mentioned that some teachers expressed no need or desire for further education.