ABSTRACT
This review of research was conducted with the goal of assisting those who design, implement, and study STEM professional development programs. In conducting the review, 41 articles were located through different search processes. The identified articles were examined in terms of the design features used in the professional development programs, and how the professional development programs supported the development of teacher knowledge and practice. While most STEM professional development programs have high-quality design features, many do not account for the complexity of supporting teachers to construct and use their newly acquired knowledge and practices.
