The purpose of this study is to provide insight into short‐term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK‐before), (b) lesson reflection form (PCK‐after), (c) lesson observation table (PCK‐in‐action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching.

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

The pedagogical use of Socioscientific Issues (SSI) in formal education has increased in the last decade, specifically as a way to improve STEM teaching processes and results. However, several theoretical interpretations coexist about SSI in formal education, thus posing a challenge to developing knowledge from practice. An examination of recent papers was conducted to elicit the conceptualizations of SSI in science education research according to three theoretical dimensions of the curriculum: purpose, contents, and teaching and learning strategies. Results show that as for purpose, SSI is currently conceptualized as citizenship education, and scientific literacy or competence. As for contents, SSI is related both to knowledge of science and knowledge about science, as well as some skills such as argumentation. Finally, SSI is associated to pedagogical strategies, mainly Inquiry-Based Learning; and to pedagogical techniques such as dilemmas and group discussions. This conceptualization sets up foundations for the design and evaluation of innovative SSI educational practices. It shall also help to promote new lines of research that establish connections among practical applications of SSI in different subjects, cultural contexts, and educational systems.

Microlearning offers a lot of potential for in-service teacher training, as it allows for personalization and flexibility. All the while, it is true that in-service teacher professional development must be tailored to teachers’ needs in order to succeed. This paper reports on teachers' training needs for a microlearning-based professional development aiming to support teachers’ digital competences. The process to develop a survey is explained, including its validation and administration to in-service teachers (n=21). Results show that teachers in Spain do not deploy digital tools to their full potential, especially when it comes to assessment of student learning. In terms of training format and support, it was found that teachers highly appreciate collaborating with other colleagues in this type of training, and that they find micro-credentials highly motivating. The results of this study will inform the design of an online professional development course aimed to foster educators' competences related to digital learning resources.

The systematisation of teaching practice is essential for quality education. In the case of interdisciplinary education, current competence frameworks for educators consider Science, Technology, Engineering and Mathematics (STEM) or at the most, also the Arts (STEAME). However, in the last years Entrepreneurship has been added to interdisciplinary approaches to education and curricula. This paper reports on an empirical study aiming to determine educators’ competences to effectively deliver project-based learning across STEAME subjects in pre-college education. 10 focus groups were carried out, involving a total of 111 education professionals from 7 European countries, to validate what we call the STEAME Teacher Facilitators competence framework from four different perspectives: consistency, relevance, sufficiency and written explanation. Results reveal the validity of the framework, as well as strong similarities with existing STEAM educators’ competence frameworks, while stressing the importance of grounding educators’ competences in strong definitions of pedagogical approaches. Further, the study paves the way for a new version of the framework that addresses the most pressing concerns by the participants. These include stressing educators’ competences to effectively use technology, clarifying the integration of STEAME subjects in project-based learning, and placing more emphasis on assessing projects and student learning within them.